Does NAPLAN work?

Does NAPLAN Work?

Now that the anxious period of NAPLAN test-prep dominates the curriculum landscape, the kids are worried, the teachers are flurried and the playground talk is serious, there is one question that all politicians all principals, all education associations, all educational journalists must be asked:

Is NAPLAN doing what it is supposed to do?

OR….Are you still living with the promises of increasingly high achievement rates, high teacher enthusiasm, parent satisfaction, transparent operations?

Will you answer?

Should we do something about it?

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Phil Cullen  41 Cominan Avenue  Banora Point Australia 2486   07 5524 6443  0407865999   cphilcullen@bigpond.com   REFER: Who’s Who in Australiia

The hysterical history of our testucation system.

The Hysterical History of Australian Schooling

Important principles of school administration  have not changed much since the education industry was established in Australia. We still have a similar arrangement to what we had when we kicked off.  The monied gentry would tell the governor what they wanted and expect to get it.  They still do. They still rule. It’s easy to describe.

Mind you, there were no state schools providing free and compulsory schooling and those who came from the great Britain in earlier colonial times were used to an arrangement back home where churches and a few private societies supplied schools. The remnants of this system remain. There are public and private schools.

Rev. John Dunmore Lang was a big wheel in Sydney society in the 1830s, and a passionate educator, according to historian, David Hunt.  Lang was concerned by the increasing numbers of Irish bushrangers – The Wild Colonial Boy and his impoverished kind were becoming a real nuisance. “Lang, a Presbyterian minister hated Catholics and believed that they were conspiring to ‘rivet the chains of popery on a deluded people in the Australian colonies'”; so he started a school in 1826 to counter their influence.

The irreverent Hunt [“True Girt”]wrote : “The Church of England was the only church to have an official presence in NSW in the first decade of settlement and it hadn’t exactly set the colony alight. While the church half-heartedly provided a few schools, they were funded by the state, a radical departure from British practice.
In 1824, Governor Brisbane reported, ‘every murder or diabolical crime, which has been committed in the colony since my arrival, has been perpetrated by Irish Catholics’ . Believing strong moral leadership  from the church would reduce Catholic crime, Brisbane funded Therry’s schools.” (Fr. Therry was the first Catholic priest allowed to practice his faith in the colony and was keen to establish the schools for altruistic and religious purposes.) Believing  that strong moral leadership from the church would reduce Catholic crime, Brisbane funded Therry’s Catholic schools. He also partially financed the building of Australia’s first Catholic Church, given the impoverished state of the predominantly Irish Catholics, although he refused to pay for any over-the-top papist frou-frou.”

“This Catholic aid outraged Lang. The splenetic Scot complained that he was forced to give his sermons in a schoolhouse shared with diabolical papists, who assaulted his nostrils with their incense and his ears with their bell-ringing. Brisbane refused his demands for a government-subsidised church because the Scottish Presbyterians had enough cash hidden in their mattresses to build one themselves.”

What a diabolical setting it would have been for a  2010 Gillard-type ‘My School’ presentation!

“The arrival of Therry and Lang brought the long-dormant religious divisions of the old country to the surface,”  continued Hunt. “The Catholics hated the Anglicans for not permitting Catholic education in their schools; the Presbyterians hated the Catholics for receiving government support and for being Catholics and the Anglicans hated the Catholics and Presbyterians  for moving onto their turf. Sectarianism had stormed into the previously secular colony, its battlefield the hearts and minds of children.”

William Charles Wentworth was a key figure in the introduction of state education. Also, money was his God and he could not abide having the poor in any decision-making position. “People with property portfolios and sheep should be given the vote and people without them should not. The poor were not fit to determine the future of the colony, as ‘ignorance and poverty went together’. In the world of Wentworth’s faith, the moneychangers would be keepers of the Temple.” That’s how our super-elite took power, and the thought-bubbles that encourage such a point of view persist to the present day.  Schoolies are part of the poor and ignorant brigade.  They don’t count. The governance of the day and teacher groups will do as they are told by those who matter. ….and so say all of us….right through to today.   The notion of the schooling profession using its expertise to run schools all around the vast land to teach the children to read and write and calculate properly, was not on the agenda….the same as it is now….and, so, teachers just have to enjoy being the target of ingenuous, ignorant, dishonest, elitist nincompoopish criticism, because the self-important, very rich  cockalorums say so.

Part of the Gillard-Klein negotiations included the New York proposal that principals and teachers be sacked if their schools did not get decent results in set tests. It’s  still on the  klein/gillard agenda and will receive little oppositions from Australia’s meek and mild teacher groups when it becomes instituted. UBS [‘UBS’ is an anagram for all sorts of things] paid the fare of Joel Klein and his wife to come down under to proseltyse the values of whipping kids and teachers into shape, for money. He only spoke to big business and to their press at their club. We members of the poor and ordinary, bought it  all…big time.  UBS MEANS BIG, BIG POWER AND CONTROL, in case you want to know.   It owns us….well….our public-care institutions.

Ironically, Wentworth, at the time,  had an ally in the press. Horatio Spencer Howe Wills, publisher of The Gazette,  who joined with Willy and, together,  they founded The Australian Patriotic Association. “The membership fee of £5 kept the riffraff out and the association’s policy of denying the vote to poor people, blacks and women encouraged a number of the more progressive exclusives to join. Governors Bourke and Gipps lent their support…..”  and nothing much has changed to the present day. The denigration of the most important of the caring professions remains a feature of our schooling. 

In the mother country, popular education had to have a religious basis  In the Old Dart, the State started in 1833 to make contributions to schools started by the National Public Schools Association following heavy advocacy by secularist and those who hotly disputed the claims of the Church of England to be responsible for national education. As is usual in such cases, dispute  and conflict and dissatisfaction was maintained until Britain decided to establish a Department of Education in 1856.  A Royal Commission [ a certainty for Australiaeducation in a few years from now] was appointed in 1858. It found that churches had done a reasonable job, but, generally speaking the standard was too elementary and superficial….and children were leaving school too early to get a job. Disputes, conflict and dissatisfacton kept reigning. It was the period of Wentworth and Lang wrestling with Governors Bourke and Gipps in the colonies. Chaos and uncertainty. Schooling in Australia had no model , so we tolerated a kind of chaos – who does what to whom and who cares – free-wheeling = as it was in Britain.

Not only that. Since the state was paying grants to schools on a per capita basis, a mere numbering of attendees was unsatisfactory.  The pupils had to be up to scratch with their standards.  During this period, England’s Parliament introduced what they called a Revised Code. As Barnard [P.130] notes : The government will pay per capita grants to schools which had a satisfactory report from Her Majesty’s Inspector. These grants would be supplemented by local grants from county and borough rates. Thus was introduced the system of ‘payment by results’ which hampered the development of elementary education for many years to come.”  OMG! It lasted forty years....and our NAPLAN has been going for ten….which is certainly nine years too long.

“…the shortcomings of the Revised Code were clearly  seen by such educationists as Kay-Shuttleworth and Matthew Arnold; and subsequent history show the justice of their condemnation of it. The examination system resulted – as it so often does – on overpressure on children, due to the anxiety to produce ‘results’. The teaching of the three ‘Rs’ may have improved because teachers were tempted to concentrate on these grant-earning subjects and neglect other work; but this encouraged mechanical methods of teaching. The New Code also tended to demoralise the teacher. Their position in the eyes of their managers and therefore their very livelihood, might depend on the amount of the grant earned by their pupils. Hence there was a temptation to falsify registers and hoodwink inspectors by requiring pupils to learn off their reading book by heart. One of the inspectors stated that  he used to counteract this pratice by requiring pupils to read their book backwards. ‘

NAPLAN has returned us to the exigencies of The Revised Code…..with its over-pressure, anxiety and stress….way beyond blue.   We must wonder at the wisdom of those of the NAPLAN sect, who ignore the lessons of history. Their lack of classroom experience and ignorance of the psychology  of classroom behaviour does not do anything for Australian progress. We are driving at breakneck speed, using only the rear-vision mirror for guidance, backwards.

Put another way :- Once we arrive back at about the 1830’s standards …which shouldn’t be too long,…we will probably continue to exercise the tenants of the Kajabbi Complex. “The Kajabbi Complex is named the antics of after two notable Queensland  North  Westerners who  had had a successful day at the races at Kajabbi, not far from the Gulf of Carpentaria. The two  celebrated excessively, atthe bramble bar before  heading, late in the night, for their home town, Cloncurry.  They drove for hours and did not seem to be getting any closer.  They paused at a signpost to check things out. It said “6 Furlongs”. They had  been driving  in circles around the Kajabbi racetrack for hours…..around and around, as if the were NAPLAN testucators.

Sadly. the Revised Code lasted so long that its test-test-test cancer became part of the DNA of British-style schooling, despite the efforts of Matthew Arnold and superior educators of the time. Church schools applauded the rigours of testing, believing in the long run that preparation for tests was a holy mission and a legitimate enterprise. The Gradgrinds of the world thought it was Christmas all year. They could watch the kids squirm for months.  While western-style cultures have been praying for the ghost of Matthew Arnold to re-emerge, corporate bodies and other proponents of Gillard’s kleinism, have been burning effigies of him. He made too much common-sense for them…They just can’t comprehend that teachers make the most of child’s zest for learning by using the full range of teaching strategies [not just direct, chalk-talk didactic instruction];and there is no need to scare the living daylights out of them. Vision-impaired, these just wont see. They must believe that producing learners with top-level intellectual capacities is a communist plot or something and that the conventional target of producing mediocre scholars because we have always done that sort of thing and we should maintain the traditions. “Learning how to learn because we like it” must be  disgusting socialist stuff like they do in Finland up near those Commie countries.

Kleinists  want us to respect our heroes…..Thomas Gradgrind, Joel Klein himself, Rupert Murdoch, Julia Gillard  and Simon Birmingham as they thunder down the stretch of the Kajabbi racetrack heading for the next round – not knowing how far to go nor where they are heading – charter schools, Year 1 Tests, full school testing, dumbing down test levels, computer testing, pre-graduation testing, sacking principals, sacking teachers, appointing big named sciolists to administrative positions; all floating around as ‘different’ ideas. Your local member will fit in with them, if he/she doesn’t have a mind of their own. It’s all yet to come.

London to a brick.

Aussies seem struck with a special kind of attitude, born of an hysterical past. Right?

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BREAKING NEWS

NAPLAN victims of stress, anxiety, depression and sleeplessnes will be relieved to learn that Ms. Julia Gillard, co-founder of our kleinist system of schooling, is taking control of the organisation that works towards the relief for sufferers from stress, anxiety and depression.

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Phil Cullen 41 Cominan Avenue  Banora Point  Australia 2486  07 5524644  0407865999  cphilcullen@bigpond.com      REFER: Who’s Who in Australia

 

Humanity-free Education.

“When the U.S. Chiefs of Staff meet, their chests are emblazoned with colourful medals that they give to each other for killing people.  While our leaders want us to treat children as the enemy and keep trying to destroy their intellectual and creative spirit, our leaders should do the same.” (Susan O)

HUMANITY-FREE EDUCATION

In the test-prep run up to the Noplan Tests in May, observers of how we run our schools won’t get a better example of Humanity-Free Education than we have before us, now. The season is open on children’s intellectual and creative talents.

Child-care and welfare are ignored. Schools must make a concerted attempt to destroy children’s natural zest for learning.  Of historical origin, the collective conscience of Australian voters seems to support our politicians in their drive to acculturise our children to hate school and ignore learning, but maintain an abiding interest in passing tests.  There can be no other reason for the tests. Testing controls the Nation!  Our schools must be run in the best traditions of our model testucator, Mr Thomas Gradgrind.

Mr Thomas Gradgrind is the notorious school board Superintendent in Dickens‘s novel Hard Times who is dedicated to the pursuit of profitable enterprise. His name is now used generically to refer to someone who is hard and only concerned with cold facts and numbers…..according to W-pedia

 While some fair-dinkum educators try to ignore the nastiness, the Gradgrinds in Australian schools are already geared up to observe the rituals of  Naplanic Testucation.  Testucation is an outcome of Kleinism, a fear-based system introduced in 2008 and continued by formal decree.

 The creation of high levels [some extreme] of anxiety, fear, sleeplessness and mental illness is a form of child abuse that is encouraged as a teaching method during this Noplan period of schooling. It can only cease when enough parents say ‘No’.

1. The test starts on May 9, but schools have not sought permission from parents for children to undertake these experiments on their children. Humane schools can offer this choice…nothing to stop them…but they don’t…they  do as they are told and thumb their noses at parents…scaredy cats they are, too cautious of the bureaucratic consequences.  Yes. It is an EXPERIMENT. What else ?  It keeps failing. We keep going in case it works

2. Because of this, parents assume that Noplan is part of normal school routine. IT IS NOT AND NEVER HAS BEEN. State authorities, threatened by loss of revenue,  have given their permission to federal authorities for all state and private schools to use their children to gather data. It takes 3 days of learning time each May. Completing the tests is , clearly, an optional extra, nothing to do with learning the traditional curriculum.

3. Parents have to inform the school that they do not want their children to take part in experiments that risk their attitude to and their aptitude for learning. Some parents don’t even know that they have this democratic right io say ‘no’. Schools are instructed by federal and state authorities  not to tell the public……to ‘keep mum ‘ .

4. When parents do inform the school that they do not want their child to participate, the Gradgrinds of this world still continue to force all children to participate in the venomous test-prep, in clear breech of honour and integrity and dignity and ethics.  No means NO in other institutions.

5. Journalists and columnists are not allowed to inform the public of their rights; and none has yet been brave enough to buck the system and reveal the truth. Control by  the Murdoch/Klein enterprises scares the whole media force. In ten years there has not been a newspaper article nor TV commentary that informs the public of its rights under NAPLAN. Not one.

6. The established holistic curriculum covering as many life- enhancing learnings as possible,  is allowed to be fiddled. Subjects such as Phys.Ed., Music, Art, Health are denied to pupils.

7. PISA and TIMSS international results to date have provided no joy, but authorities continue as if nothing has happened. Noplan should be stopped forthwith. It’s failed.

We all allow these things to happen right under our noses. n

We don’t care much for kids. “The environment you live in, is the environment that lives in you.”  We are perpetuating a schooling environment of fear, deceit and mediocrity.

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Phil Cullen  41 Cominan Avenue Banora Point Australia 2486  07 5524 6443   0407865999  cphilcullen@bigpond.com

If the affective is secure, the cognitive is inevitable.

         WHAT ELSE DO YOU NEED TO KNOW TO RID US OF THIS NAPLAN CONTAMINATION?

Never Allow Pupils Learn Anything Necessary

Noplan claims another victim

A TREEHORN MESSAGE

NAPLAN/NOPLAN CLAIMS ANOTHER VICTIM – SCIENCE

Noplan, controller of Australian school standards, has done it again.  Determined to maintain a fear-laden testing base to Australia’s education system, it has added to a world wide school reputation that we can do without.

NAPLAN is the absolute, unquestioned, only cause of our ‘falling standards’. Yes. It is!

Once amongst the top dogs in the world-wide PISA contests and others, we are now 14th in Science, 16th in Reading, 25th in Maths out of 72 competing countries. Statisticians tell us that we are behind Asian countries, whom we once helped with their schooling problems.

What has happened to us?

Simple…..the children don’t like doing tests nor getting ready for them. It’s boring and unpleasant and not part of proper schooling. Our pupils are telling us to ‘…cut it out. We want to learn.’  We overdo it. As plain as the nose on your face, it’s clear that we are turning our kids off learning…..off schooling..

Noplan is a prismatic disaster.  It’s a failure, no matter which way you look at it.   Instead of provoking industry and scholastic effort, it creates dislike for subjects that, scholastically,  crave loving, fearless attention and spirit and challenge……not being belted around the place, used as weapons of  fear and anxiety and distaste.

Suppose you lived overseas [e.g. P.N.G.],would you, as a concerned parent, send your child to Australia for schooling?  If you wanted a complete, total, holistic, proper education for your child, would you send him or her to a school that claimed notoriety through its NAPLAN scores?

What is wrong with an education system that starts with the requirements of the child?
What is wrong with an education system that tries to satisfy each child’s zest for learning?
What is wrong with an education system that puts no limit on a child’s achievements?
What is wrong with an education system that develops learning habits that last a lifetime?
What is wrong with us?

What is learning?  What is schooling.  Don’t know?
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Phil Cullen  41 Cominan Avenue Banora Point Australia 2486  07 5524 6443   0407865999   cphilcullen@bigpond.com

The Fallacy of NAPLAN’s Hegemonic Dominance

IT’S NAPLAN SEASON.  NORMAL SCHOOLING WILL RESUME ON MONDAY 15 MAY

 

THE FALLACY OF NAPLAN’S HEGEMONIC DOMINANCE

The manipulation by the ruling class of  developmental values that are

contrary to the authenticated needs of children (Maslow),

through the elite’s establishment

of a State Theory of Learning.

based on shaky quantitative measurement,

ensures a long-lasting  cultural hegemony

that seriously impedes wise and democratic decision-making procedures.

Maslow’s description of the motivational factors that spur people on to greater things, has been established, uncontested, for over half-a-century.  This five-stage model  of ‘growth needs’ arranged in hierarchical order which indicates that particular needs have to be satisfied before those higher in the pyramid of needs can be fulfilled.

NAPLAN applies  official indifference to the second rung of the ladder by attacking a child’s security and mental confidence with tests in the first year of schooling. Then, at about seven years of age, a crucial stage of a child’s development, it threatens, with totalitarian command, the warmth of friendly teaching/learning relationships with the rigours and anxiety of stern testing procedures.

It deliberately  establishes anxiety as a school requirement. A child’s Esteem needs are ignored so the chances of reaching their full potential are  seriously hindered. Most Australian children have Buckley’s chance of reaching their complete self-fulfilment while NAPLAN exists.

The lack of humanity shown by our political schadenfreudists borders on sadomachicism. They should know as well as any other sadist that the extremely  well researched dictum: ” The more any quantitative social indicator is used for social decision making, the more subject it will be to corruption pressures and the more apt it will be to distract and corrupt the social processes it is intended to monitor.” [Campbell] is real.    Last year’s PISA and TIMSS failures and NAPLAN’s flat-lining bear testimony to this.  As Goodhart’s Law also emphasises “When a measure becomes a target, it ceases to be a good measure.”….which gives credence to the prediction that NAPLAN will be dumbed down this year so that better scores can be obtained.

The use of NAPLAN as a cultural weapon of control over the democratic elements of schooling reveals a level of corruption and deceit that Australian schooling is unused to.

BEWARE

AUSTRALIA’S STATE LAWS OF SCHOOLING. [Developed and installed by Naplan experts]

Since life is linear, learning is linear. School subjects are linear, ordered and hierarchical within and between themselves.

Each subject is unique to itself and must be kept isolated from all others. Some are more important than others. The Vaccination Theory of Learning* applies.

Regular testing controls all school learnings. Tests do not need to be reliable nor valid.
Anxiety creation and the threat of fear of testing results are the essential elements of all learning processes.

All scores obtained by testing are to be officially regarded as reliable indicators of [a] a child’s potential for a happy and successful future, [b] growth in intellectual capacity, [c] creativity potential, [d] how well he or she learns,[e] how each pupil learns [f] how much is learned, [g] teacher ability.

Only a compulsory three-day rigorous workout once every two years can reveal how well each of these traits have been taught.

Humiliation of teachers and pupils is sanctioned as a motivational device.

Testing also shows how well children are taught, the organisational quality of school leadership, the curriculum leadership of the school authority; and the suitability of the curriculum content.

Standardised blanket testing such as NAPLAN has powers beyond the comprehension of the average human being. They should not enquire.

If learners are uncomfortable with this method of schooling, they must be taught to toughen up.

Views such as those expressed above by ‘The NAPLAN Law Of Dominance of Schooling’ will not be mentioned in any open company nor conveyed to parents of children who have allowed, either wittingly or unwittingly,  their children to sit the tests.

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VACCINATION THEORY OF LEARNING.   English is not History and History is not Maths and Maths is not Art and Art is not Science and Science is not Music and English and Maths and Science are major subjects and  History and Art and Music are minor.  Once you have been innoculated with these subjects you are protected and need not be vaccinated again.

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NOTE   Google ‘Hegemony” : The Marxist theory of cultural hegemony…is the idea that the ruling class can manipulate the value system and mores of a society, so that their view becomes the world view (Weltanschanung} ….In contrast to authoritative rule, cultural hegemony is “ is hegemonic only if those affected by it also consent to and struggle over its common sense”

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Fair Dinkum Pupilling Girt by NAPLAN Ch.4

WHAT ! ?

What kind of feudal system

makes a federated country,

allegedly ‘young and FREE’,

establish a unit,

born of base instructional principles,

with power

to knobble the democratic free spirit

of states that possess independent schooling rights?

What kind of totalitarian control

forces the states and their professional bodies

to inhibit the growth and development of its young

through the use of fear and the creation of anxiety?

The story of NAPLAN’s control of the Australian system of schooling continues. After Joel persuaded our institutes of great power and consequence that so-called ‘measuring of progress’ was the way to go; and Julia had corralled the operating units to do as they were told, a special kind of Central Intelligence Agency was established to supervise the road to mediocrity.  Unlimited progress in learning achievements, creative expression and innovative thinking were knobbled in the pursuit of data and competition and blame.

Here is Chapter 4 of Fair-Dinkum Pupilling Girt by NAPLAN  ‘Go Forth ACARA’

ooooo00000ooooo

Chapter 4

GO FORTH ACARA
Julia decided to establish a well-funded unit to have control over every state and over every school in every state that relied on federal funding….and ‘take over’ means ‘take over’. It’s not fair to say that it has a Gestapo kind of role, CIA perhaps, but there is a similarity in terms of surveilance, orderliness and control. The level of control is unprecedented. She established an untouchable sacred temple called ACARA. It is totally in charge of Australian schools from January to May, each year.

ACARA is not a vogue word made-up from the name of the laxative, Cascara. True, It is an acronym that covers everything….in case you think that it’s a bit big for its boots and britches.  It says:

“The Australian Curriculum, Assessment and Reporting Authority (ACARA) is an independent statutory authority that will improve the learning of all young Australians through world-class school curriculum, assessment and reporting.”  

That’s what they tell us in its own literature in case you have any doubts as to its magical abilities. So it is! ….a bit big for its boots, that is. A brave statement: “….that will improve the learning of all young Australians…… !!!   Wow.

It’s now been operating for ten years.  How’s it going?

Our old cobber, Barry McGaw, statistician par excellence, was appointed to set the thing up. A world-class academic and  measurer from way back…and a good bloke to boot – he did what Julia bid and went in to bat for her scheme. Right up his alley.  He was a dead set statistics bloke.

As a side story, because it says so much, I last saw Barry when he and I happened to be visiting Professor Gene Glass [and, by the way, this story is really about Gene Glass,  not Barry] at the University of Colorado at Boulder, outside Denver, at the same time. They were preparing  an academic article concerning meta-analysis in social research. Not my cup of tea. I just hung around doing what I wanted to do. [At the time I was on a study tour, studying the Minimal Competency Movement that was plaguing USA schooling at the time. In Britain, it was called Assessment of Performance. I was checking both. Both of these naplannish-style attacks on schools in both countries failed. The time spent on trying to improve things by issuing dogmas about expectations and then testing had been wasted. The Poms admitted that all they found out was that a Primary School, oriented to decent curriculum outcomes, was a most complex organisation; one of the most complicated, most intense organisations on the planet. The Yanks don’t make those sorts of admissions. Their conclusions are usually, “We’ve stuffed it up. Let’s keep going harder with this stuff. Let’s set it in cement.”

Both movements, ‘Minimum Competency Testing’ in the USA and ‘Assessment of Performance’ in the UK clearly illustrated to the world that mass blanket testing restricted productive learning in schools and were, in fact, injurious to mental health.

USA has heaps of problems doesn’t it…although we can trump them in many things….especially when it comes to self-inflicting wounds and creating problems.   Gene was the Diane Ravitch of the time [1970-80s], unafraid the speak our against the peculiar excesses in relation to minimal competencies, and their peculiar setting of minimal standards for pupils to achieve. That’s why I wanted to meet him.  Being the world’s most respected educational measurement guru at the time, Glass was able to point out the crazyness of many of the states laws that dealt with competency tests like naplan, on statistical grounds ; and the high likelihood of such movements to destroy serious learning. One school district, with which I was familiar would not allow a Graduation Certificate to be issued to anyone  who was not proficient at Calculus. The school board consisted mostly of scientists attached to a Weapons Research Centre. You know what happens when know-alls from other disciplines take over. Cough. Cough.

Yes. He is the mega-analysis ‘Class Size’ Glass; and certainly has no equal as far as educational measurement and statistics-related commentary is concerned. See: https://en.wikipedia.org/wiki/Gene_V._Glass He’s ram-jam-packed with honors and awards and achievements that few world academics can claim. When he asked a little while ago to be released from  the kinds of evaluation/testing programs that his present university conducted because of the manner in which children are treated by the unethical measurement [Naplan-like] techniques, something must be seriously wrong. It meant something. The world was shocked.  It’s called ‘Integrity’ – now in short supply, world wide. Mind you the Murdoch press did not make much of this spectacular episode. No. They didn’t ‘fake’ anything, Donald. They just didn’t bother to mention it.  [OK. That could be the same thing!] At the same kind of level of importance….if the Queen resigned as Head of the Church of England, would it get a mention?  The likes of NCLB [NAPLAN if he lived down under] had compromised the integrity of beliefs of Gene Glass as a respected educational statistician for the same reasons that they compromise those of Treehorn and any other decent, clear-thinking, professional educator. There are measurers and there are measurers. I’m sure that Emeritus Professor Glass would not have a bar of NAPLAN. He does not encourage heresies and hoaxes of this kind.

Can ACARA and our testing system continue to thumb its noses at the like of Glass and Sir Ken Robinson and Robin Alexander and Kelvin Smythe and  other world giants of the teaching profession….and….whose side are we on?

Won’t somebody [decision-maker, that is] stick up for kids?

Why don’t we halt the whole silly, wasteful, kid-crippling  business and talk about fair-dinkum schooling?

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Phil Cullen 41 Cominan Avenue Banora Point Australia 2486
07 5524 6443 0407865999 cphilcullen@bigpond.com.au
REFER: Who’s Who in Australia.

Datafication

THIS IS AN EXTREMELY SERIOUS TOPIC.  IGNORE ITS INTENTIONS AT OUR NATION’S PERIL; AND THEN PRAY FOR ITS KIDS.

The future of our nation depends on our attitude towards children and their schooling

DATAFICATION

It’s here. It’s the end of schooling as an interpersonal teacher-pupil interactive learning enterprise.
During this century there has been a distinct movement in schooling from Education to Testucation to Datafication.

To the everlasting credit of a remarkable work force, Australiam teachers have maintained an amazing standard of pupilling excellence, of which, despite the debilitating interruptions by blanket testing, Australians can be proud. The future of schooling will be much tougher for pupils, teachers and parents, however, if we continue on our present course.

DATAFICATION

IT’S SERIOUS. “What it simply means is this: from our actions to our thoughts, everything is getting transformed into a numerically transformed format or ‘Data’….from sports to finance and from entertainment to healthcare, everything around us is converting into data.” [Sawinder Kaur]. Get used to it.

“Datafication refers to the collective tools, technologies and processes used to transfer an organisation to a data-driven enterprise. This buzzword describes an organisational trend of defining the key to core business operations through a reliance on data and its related infrastructure.”[Technopedia]

“Datafication is the method behind the madness of Big Data.”  [Mark Sylvestor]

It’s a later day technological trend that involves the collection of data and transforming the information into new forms of value. It’s the sort of thing that Rupert has dreamed of for years.  Seen to be of benefit for core business operations, it has invaded schooling systems to destroy the vigorous spirit of established institutionalised learning and to turn its citadels into business operations and testing factories in which a gullible public will spend big money to enrol their children. The recent rise in the standard of marketing and lobbying  skills will ensure this.   Datification has been able to take over from the testucation processes attached to NAPLAN because our testing industry had difficulty in understanding the consequences of certain unwelcome schooling behaviours that were introduced rudely into Australia in 2008; and this makes things easier for schools to become digitised and datafied testing factories.  It’s more than just using laptops at school for learning purposes. It’s a debauched use of technology merely to supply data to measurers for judgmental causes and maladjusted, political control.

Data collection is driving our schools….now….and the intensity is about to increase.  The shape and infrastructure of schooling and our attitude to it have changed. We need to stop the nonsense and talk. Testucation and datafication are draining the humanity of learning from our schools.

If we want this trend to continue, we should do nothing.  We are used to doing nothing. Ignoring the plight of school children is a major Australian cultural meme.  “She’ll be right, Jack.”  We allowed managerialism to take over from experienced-based organisational designs in the 1980s, then ignored the change to testucation in 2008, now to datafication.  Are you happy with the trend? Within the school setting, it meant changing from challenging styles of maieutic pupilling to didactic chalk-talk test practice, practice, practice that pupils usually detest. It has produced mediocre results in national and international tests as expected and should continue to do so.  It’s the pupils who decide how well they will do on tests, for goodness sake. How do we treat them in a productive, learning sense?

This may not have been  the Gillard-Klein intention when they introduced fear and obsession with test scores to supplant pupilled love of learning in 2008, but it happened.  They certainly set out to be data-centric, nasty and tough, but I should think that they did not intend things to go so far. They thought that they were just testing what had been taught, as we all used to do in our schools. It all went pear-shaped and the kids are now doing worse than ever before  at basic operations, because of the tests themselves…. but the modus operandi of using NAPLAN to gather data has been maintained!  […and it’s the bogey that contains the seeds of lowering standards! It actually causes the slump!] This has suited the datafying hawks, however,  who are presently taking over  from both kleinish testucators and former educators, ‘…using rapid speed and amazing tools to store, manipulate and analyse  information”,  for other-than-schooling purposes. Almost the whole population will, in the future,  be data-nailed as soon as they enter school and be branded through  datafying routines now being used by industry.  Schooling is not what it used to be; and we should fear for the kids at the chalk-face of the 21st century.   With creativity, problem solving, thinking, decision making, zest, acceptance  of challenges and pupilling,  all removed from the school scene, the kids don’t have much chance to enjoy a happy, challenging, creative, healthy life full of satisfying achievements as they could have expected from basic pupilling conditions at a humanity-based learning school.

Eagerly supported by the big corporate boys, the testucrats have set no limits to the expenditure of tax-payers’ money on new organisational arrangements.  If someone had said to you, some years ago, that education departments in Australia would, one day, spend $A24.7million dollars for computerised tablets, just to do a few tests of basic standards over a one-hit three-day period, because it’s quicker than using paper and pencil…..what would the electorate have said?   OUT!

Just to score tests faster !!!!   You can also be sure that much more than that will be spent over the next few years on increasing ‘how’ and ‘what’ we collect in our next lot of data-drives.

If you approve of totalitarian tactics, creation of fear, sleepnessness, depression and arrogant child abuse to obtain better scores on unreliable tests, that those such as NAPLAN now provide, with the expectation of more datafication procedures,   you must belong to some kind of moronic religion or terror group that ignores humanity and children and fair-play and equality.  Get outa here. Go back home to dataland.

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Phil Cullen  41 Cominan Avenue  Banora Point  Australia 2486  07 5524 6443 407865999 cphilcullen@bigpond.com  REFER :”Who’s Who in Australia.”