CB>Actually, the type of test that you mention, (an exit 
CB>test), might serve to motivate some-possibly raising their 
CB>score, for others who are quite capable, it might decrease 
CB>their score due to fear, etc.. I think that the quality of 
CB>education a student receives would not increase at all--
 RM> I think that students would be more motivated to take the
 RM> best courses, rather than simply worrying about grades.. 
CB>You might find graduate quality---but where do 
CB>you set the test level?
 RM> Somewhere along the line, we have to decide what it is that
 RM> we want students to know (or know how to do), and test for
 RM> those things.
Hmmm, I let you sidetrack me by getting into a discussion about assessment 
types.
 
Why don't we decide that the vast majority of students should know this "body 
of knowledge" and demand it of the students long before they reach this 
testing stage?  An end test does not raise quality of education.
 
You have mentioned that Deming's method as being for the business world, yet 
we use an old factory method in our educational system, much the same system 
is in use in our factories today.  I would think that a new system that 
builds quality into the process of education would be much better than what 
is current in most schools today.
 
 RM> Yes, but the external motivation to follow direction is 
 RM> greater in these fields....
Don't we want students to be internally motivated?
 RM> Sure?  No, can't say I'm sure, but NY has a pretty good 
 RM> track record; especially considering the population density
 RM> and poverty levels within the state.  For a state which is
 RM> close to 50% urban population, our kids fare pretty well in
 RM> comparisons with other states...
Probably much better than here-yet I wonder what is the ratio of 8th graders 
vs the # that do pass the exam you mentioned?
--- Maximus 2.02
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