Teaching is individualized but testing is not

Arthur Goldstein, who teaches English-language learners in Queens, N.Y., suggests in this article that differentiation be applied in assessments to account for differences in students. Teachers are trained on how to reach each student as an individual, but Common Core and other forms of evaluation, such as the New York State English Regents exam, tend to favor a more “formulaic” style of teaching. “[T]he only skill they acquired was passing the English Regents [exam],” writes Goldstein, recalling one of his classes. The New York Times (tiered subscription model)/SchoolBook blog

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