Comments on: Change without Difference: China’s Struggle with Standardized Testing http://zhao.educ.msu.edu/2009/11/23/change-without-difference-chinas-struggle-with-standardized-testing/ University Distinguished Professor @ Michigan State University Sun, 21 Mar 2010 21:33:26 -0400 http://wordpress.org/?v=2.8.4 hourly 1 By: Ting http://zhao.educ.msu.edu/2009/11/23/change-without-difference-chinas-struggle-with-standardized-testing/comment-page-1/#comment-1473 Ting Sun, 07 Mar 2010 05:58:40 +0000 http://zhao.educ.msu.edu/?p=447#comment-1473 It's a great blog. I have several comments and questions. I agree with you the action Beida is taking won't have big impact on the education system. Actually, principal's recommendation has been existed in other format for a long time, which is called "bao song". In many times, the school recommend students who excel in some subject area (such as physics or mathematics). The new action actually intended to encourage principals to recommend those students who have talents that might not show up in their test scores or any kind of competitions. However, sadly, this is not what the principals are doing. I think it's understandable considering the big pressure from school, parents, and even the whole society. I would also agree with you on some detrimental effects of standardized testing on Chinese education. However, I think the reliance on standards is deep embedded in the culture, economics, and politics in China. Do you think China can really get away from standards? From another perspective, will a new admission system that might replace Gaokao for Beida or other famous universities be an exacerbation of inequality in education? I have been puzzled by all these issues and look forward to hear your opinions. It’s a great blog.
I have several comments and questions. I agree with you the action Beida is taking won’t have big impact on the education system. Actually, principal’s recommendation has been existed in other format for a long time, which is called “bao song”. In many times, the school recommend students who excel in some subject area (such as physics or mathematics). The new action actually intended to encourage principals to recommend those students who have talents that might not show up in their test scores or any kind of competitions. However, sadly, this is not what the principals are doing. I think it’s understandable considering the big pressure from school, parents, and even the whole society.
I would also agree with you on some detrimental effects of standardized testing on Chinese education. However, I think the reliance on standards is deep embedded in the culture, economics, and politics in China. Do you think China can really get away from standards? From another perspective, will a new admission system that might replace Gaokao for Beida or other famous universities be an exacerbation of inequality in education? I have been puzzled by all these issues and look forward to hear your opinions.

]]> By: Jesse Turner http://zhao.educ.msu.edu/2009/11/23/change-without-difference-chinas-struggle-with-standardized-testing/comment-page-1/#comment-1430 Jesse Turner Mon, 08 Feb 2010 13:28:41 +0000 http://zhao.educ.msu.edu/?p=447#comment-1430 Salutations Dr. Yhao, we always enjoy your blogs here in Connecticut. We just sent our three visiting Chinese teachers home this past Saturday back to Shandong Province. Interestingly two philosophical views on literacy emerged during their stay. Our teachers were supporters of whole book reading as opposed to textbook reading. They explained most Chinese students read only enough of a test to answer test-based type of questions. These teachers want Chinese students to read whole text for aesthetic value, and they felt students who miss the aesthetic value were at a great loss. Of course this reminded me of Louise Rosenblatt’s work on reader response focusing on “efferent” and “aesthetic” reading experience. They were also highly aware of Ken Goodman’s work, and valued it highly. I could not help feeling during our long discussions that they were less then impressed with the lack of art, music, and Physical education in their host school, (a highly stress urban middle school and a K-4 elementary school in Hartford Connecticut). They visited other affluent suburban schools as well, and took thousands of pictures. One visitor pointed out that you could see that art, music, and physical education were clearly evident in the suburban schools, and missing from the urban schools. Mr. Ming stated it simply as white children smiling faces have art and music. Black Children no smiling faces no art and no music. He only took him ten days to visually put the status of NCLB into perspective. He did explain that in China some schools have it all, and others have little. They told us some families have to purchase the actual chair and desk a child sits in. They were honest about China, but felt hopeful. They were also not surprised that NCLB data is showing little effect or no effect on test scores. I'll let you know what I find in China during my up coming visit in April as well. Thank you for continuing to put things into perspective for us, and for fighting the good fight, Sincerely, Jesse Salutations Dr. Yhao, we always enjoy your blogs here in Connecticut. We just sent our three visiting Chinese teachers home this past Saturday back to Shandong Province. Interestingly two philosophical views on literacy emerged during their stay. Our teachers were supporters of whole book reading as opposed to textbook reading. They explained most Chinese students read only enough of a test to answer test-based type of questions. These teachers want Chinese students to read whole text for aesthetic value, and they felt students who miss the aesthetic value were at a great loss. Of course this reminded me of Louise Rosenblatt’s work on reader response focusing on “efferent” and “aesthetic” reading experience.
They were also highly aware of Ken Goodman’s work, and valued it highly.

I could not help feeling during our long discussions that they were less then impressed with the lack of art, music, and Physical education in their host school, (a highly stress urban middle school and a K-4 elementary school in Hartford Connecticut). They visited other affluent suburban schools as well, and took thousands of pictures. One visitor pointed out that you could see that art, music, and physical education were clearly evident in the suburban schools, and missing from the urban schools. Mr. Ming stated it simply as white children smiling faces have art and music. Black Children no smiling faces no art and no music. He only took him ten days to visually put the status of NCLB into perspective. He did explain that in China some schools have it all, and others have little. They told us some families have to purchase the actual chair and desk a child sits in. They were honest about China, but felt hopeful. They were also not surprised that NCLB data is showing little effect or no effect on test scores.
I’ll let you know what I find in China during my up coming visit in April as well.

Thank you for continuing to put things into perspective for us, and for fighting the good fight,
Sincerely,
Jesse

]]> By: köpek http://zhao.educ.msu.edu/2009/11/23/change-without-difference-chinas-struggle-with-standardized-testing/comment-page-1/#comment-1028 köpek Sat, 28 Nov 2009 13:29:30 +0000 http://zhao.educ.msu.edu/?p=447#comment-1028 great blog great blog

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