Re: [testdrivendevelopment] "I think the community needs more explicit direction...."

"Edwin Castro" <[email protected]> Mon, 25 Nov 2019 11:00:42 -0800
Newsgroups gmane.comp.programming.test-driven-development
Message-ID <CAPzjCSzLThD0tNQFhZCLGf1m1_sBSr-7CUMj=LLrAMzoQLfczg@mail.gmail.com>
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On Mon, Nov 25, 2019 at 10:22 AM Steve Gordon <[email protected]> wrote:

>
> On Mon, Nov 25, 2019 at 11:07 AM Edwin Castro <[email protected]> wrote:
>
>>
>>
>> Or perhaps we just don't do enough teaching design prior to the
>> workforce. Should we solve problems in school? Yes, we learn from trying
>> things out and failing and trying again. But should we have problems to
>> solve or solutions to design to meet certain criteria? The difference might
>> be subtle and students who have spent their entire K-12 learning career
>> mostly memorizing facts and solving math problems with single answers will
>> always find it easier to "solve a problem" rather than design a solution.
>>
>> --
>> Edwin G. Castro
>>
>>
> When I was a professor, all I taught was problem solving.  Students hated
> it because they could not just memorize terms for my tests, and the student
> evaluations reflected it.  Grading also took a lot of time away from
> research because unlike my fellow professor's multiple choice tests, I
> actually had to read my student's solutions.  It was a lose-lose for my
> academic career.
>
> The invention of the automatically graded, multiple-choice test is what
> lead to the slow erosion of American education.  Not everything should be
> automated.
>

So is education a lost cause? Surely not. I hope not!

Are we trying to "educate" too quickly? Should we provide more time for
students to read, try some problems on their own, and then and only then
provide lectures to help cement their understanding? Today we do it
backward and students, in my opinion, are encouraged to memorize by the
presentation format. There is no time to internalize any information and
then tests reinforce the notion that memorization is the best approach. Are
we really preparing students for their future this way?

What are other countries doing? Are we seeing the same behaviors outside
the US as well?

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<div dir=3D"ltr"><div dir=3D"ltr">On Mon, Nov 25, 2019 at 10:22 AM Steve Go=
rdon &lt;<a href=3D"mailto:[email protected]" target=3D"_blank">sgordonp=
[email protected]</a>&gt; wrote:<br></div><div class=3D"gmail_quote"><blockquote=
 class=3D"gmail_quote" style=3D"margin:0px 0px 0px 0.8ex;border-left:1px so=
lid rgb(204,204,204);padding-left:1ex"><div dir=3D"ltr"><div dir=3D"ltr"><b=
r></div><div class=3D"gmail_quote"><div dir=3D"ltr" class=3D"gmail_attr">On=
 Mon, Nov 25, 2019 at 11:07 AM Edwin Castro &lt;<a href=3D"mailto:egcastr@g=
mail.com" target=3D"_blank">[email protected]</a>&gt; wrote:<br></div><bloc=
kquote class=3D"gmail_quote" style=3D"margin:0px 0px 0px 0.8ex;border-left:=
1px solid rgb(204,204,204);padding-left:1ex"><div dir=3D"ltr"><div dir=3D"l=
tr"><br></div><div class=3D"gmail_quote"><div><br></div><div>Or perhaps we =
just don&#39;t do enough teaching design prior to the workforce. Should we =
solve problems in school? Yes, we learn from trying things out and failing =
and trying again. But should we have problems to solve or solutions to desi=
gn to meet certain criteria? The difference might be subtle and students wh=
o have spent their entire K-12 learning career mostly memorizing facts and =
solving math problems with single answers will always find it easier to &qu=
ot;solve a problem&quot; rather than design a solution.</div><div><br></div=
><div>--</div><div>Edwin G. Castro</div><div><br></div></div></div></blockq=
uote><div><br></div><div>When I was a professor, all I taught was problem s=
olving.=C2=A0 Students hated it because they could not just memorize terms =
for my tests, and the student evaluations reflected it.=C2=A0 Grading also =
took a lot of time away from research because unlike my fellow professor&#3=
9;s multiple choice tests, I actually had to read my student&#39;s solution=
s.=C2=A0 It was a lose-lose for my academic career.=C2=A0=C2=A0</div><div><=
br></div><div>The invention of the automatically graded, multiple-choice te=
st is what lead to the slow erosion of American education.=C2=A0 Not everyt=
hing should be automated.</div></div></div></blockquote><div>=C2=A0=C2=A0</=
div><div>So is education a lost cause? Surely not. I hope not!</div><div><b=
r></div><div>Are we trying to &quot;educate&quot; too quickly? Should we pr=
ovide more time for students to read, try some problems on their own, and t=
hen and only then provide lectures to help cement their understanding? Toda=
y we do it backward and students, in my opinion, are encouraged to memorize=
 by the presentation format. There is no time to internalize any informatio=
n and then tests reinforce the notion that memorization is the best approac=
h. Are we really preparing students for their future this way?</div><div><b=
r></div><div>What are other countries doing? Are we seeing the same behavio=
rs outside the US as well?</div></div></div>

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