Re: [tips] Testing Wars (Again or Still)

[Joan Warmbold]

In response to Christopher's commentary about our underfunded schools, I
have provided an article from the Atlantic about Chicago schools sent to
be my Tom O'Brien, who teaches in an inner city high school on the SW
side.

http://www.theatlantic.com/education/archive/2016/04/reviving-a-hollowed-out-high-school/477354/

Tom's solution to our problem is similar to Chris's.  It's all so obvious
and yet we seem further away than we were 30 years ago regarding both
solving the problem of the gross disparity of opportunity to quality
education in the US as well as our concerns about such.  Here is Tom's
thoughts:

Hey Joan,
Thanks for the feedback.  A good follow-up article would be: The key
importance of the neighborhood school.  The neighborhood school closes and
a big part of the neighborhood slips further into chaos.  These are anchor
institutions that give hope to some of the poorest and most violent
neighborhoods in the nation.  Most of the school choice involves going to
schools outside their neighborhood.



The investment in poor kids needs to start in the home, prenatal,
preschool and this takes money and courage.  We try and do too much in the
school and overwhelm kids teaching them at many grade levels above their
level because of social promotions.

I've been taking some notes on the Up Side of Down book by Megan McArdle
for my teaching about learning from failure.  Best,  Tom

Joan
jwarm...@oakton.edu

 Jim,
>
> It may be true that teacher training doesn’t include enough information
> about testing, but that’s not the main problem in the US now. The problem
> is that over-testing is actually disrupting (what is left of) the public
> education system. Because the tests focus only on reading/writing and math
> (important topics, to be sure), and because many schools districts have
> suffered from terrible underfunding for decades now (see “public education
> funded by local property taxes”), many other essential topics are being
> squeezed out of the curriculum. Districts and teachers are under such
> relentless pressure to raise test scores now that many have essentially
> resorted to teaching their kids how to do well on these particular tests,
> rather than teaching them a broad and reasonable curriculum. The crowning
> paradox is that US kids still do worse on these topics than kids from
> nearly every other economically equivalent country (and they often have
> nearly no knowledge of other topics — just ask them to, say, point out
> Germany on a map of the world). One of the results is that the public
> system is being eroded by various alternatives: "charter" schools, private
> school “vouchers,” etc.
>
> It seems to be a classic case of fanaticism: faced with a failed strategy,
> redouble your efforts.
> If the US wants a decent public school system again (and there seem to be
> lots of political and economic forces in the US that are actually fighting
> this), the first thing they have to do to get out of the hole they're in
> is to stop digging.
>
> Important topic not mentioned in article: Until the US is ready to admit
> that its dreadful income inequality is having a profoundly negative impact
> on its educational outcomes, it unlikely that top-down pressure on
> teachers is going to make much difference. (What kid can concentrate on
> school when s/he comes from a deprived home with highly stressed,
> unemployed or precariously-employed parents? Something as simple as
> Maslow’s "hierarchy of needs” tells you pretty much everything you need to
> know here.)
>
> Chris
>
> P.S. Let me be the first to say, Canada is no paradise when it comes to
> public education, but it has managed to avoid some of the greater
> pitfalls. Funding is spread across whole provinces, and so is more
> equitable. Teacher pay is (generally) better. More generous anti-poverty
> programs level the socio-economic playing field somewhat. And, yes,
> Canadians pay higher taxes: the price of civilization, as Oliver Wendell
> Holmes once put it.
> …..
> Christopher D Green
> Department of Psychology
> York University
> Toronto, ON M3J 1P3
> Canada
> 43.773895°, -79.503670°
>
> chri...@yorku.ca
> http://www.yorku.ca/christo
> ...
>
> On Apr 24, 2016, at 6:37 AM, Jim Clark  wrote:
>
>>
>>
>>
>>
>>
>> Hi
>>
>> NY Times reports latest on the testing wars in schools. I think one of
>> the causal factors, perhaps especially in the negative reactions of many
>> teachers, may be the lack of education about testing in teacher
>> education. At least one professor of education in the province bemoaned
>> several years ago about the lack of such training.
>>
>> http://www.nytimes.com/2016/04/24/opinion/sunday/race-and-the-standardized-testing-wars.html?emc=edit_th_20160424=todaysheadlines=26933398&_r=0
>>
>> Take care
>> Jim
>>
>> Jim Clark
>> Professor & Chair of Psychology
>> University of Winnipeg
>> 204-786-9757
>> Room 4L41A (4th Floor Lockhart)
>> www.uwinnipeg.ca/~clark
>>
>>
>> ---
>>
>> 

Re: [tips] Testing Wars (Again or Still)

[Christopher Green]

Jim,

It may be true that teacher training doesn’t include enough information about 
testing, but that’s not the main problem in the US now. The problem is that 
over-testing is actually disrupting (what is left of) the public education 
system. Because the tests focus only on reading/writing and math (important 
topics, to be sure), and because many schools districts have suffered from 
terrible underfunding for decades now (see “public education funded by local 
property taxes”), many other essential topics are being squeezed out of the 
curriculum. Districts and teachers are under such relentless pressure to raise 
test scores now that many have essentially resorted to teaching their kids how 
to do well on these particular tests, rather than teaching them a broad and 
reasonable curriculum. The crowning  paradox is that US kids still do worse on 
these topics than kids from nearly every other economically equivalent country 
(and they often have nearly no knowledge of other topics — just ask them to, 
say, point out Germany on a map of the world). One of the results is that the 
public system is being eroded by various alternatives: "charter" schools, 
private school “vouchers,” etc. 

It seems to be a classic case of fanaticism: faced with a failed strategy, 
redouble your efforts. 
If the US wants a decent public school system again (and there seem to be lots 
of political and economic forces in the US that are actually fighting this), 
the first thing they have to do to get out of the hole they're in is to stop 
digging. 

Important topic not mentioned in article: Until the US is ready to admit that 
its dreadful income inequality is having a profoundly negative impact on its 
educational outcomes, it unlikely that top-down pressure on teachers is going 
to make much difference. (What kid can concentrate on school when s/he comes 
from a deprived home with highly stressed, unemployed or precariously-employed 
parents? Something as simple as Maslow’s "hierarchy of needs” tells you pretty 
much everything you need to know here.) 

Chris

P.S. Let me be the first to say, Canada is no paradise when it comes to public 
education, but it has managed to avoid some of the greater pitfalls. Funding is 
spread across whole provinces, and so is more equitable. Teacher pay is 
(generally) better. More generous anti-poverty programs level the 
socio-economic playing field somewhat. And, yes, Canadians pay higher taxes: 
the price of civilization, as Oliver Wendell Holmes once put it. 
…..
Christopher D Green
Department of Psychology
York University
Toronto, ON M3J 1P3
Canada
43.773895°, -79.503670°

chri...@yorku.ca
http://www.yorku.ca/christo
...

On Apr 24, 2016, at 6:37 AM, Jim Clark  wrote:

> 
> 
> 
> 
>  
> Hi
>  
> NY Times reports latest on the testing wars in schools. I think one of the 
> causal factors, perhaps especially in the negative reactions of many 
> teachers, may be the lack of education about testing in teacher education. At 
> least one professor of education in the province bemoaned several years ago 
> about the lack of such training.
>  
> http://www.nytimes.com/2016/04/24/opinion/sunday/race-and-the-standardized-testing-wars.html?emc=edit_th_20160424=todaysheadlines=26933398&_r=0
>  
> Take care
> Jim
>  
> Jim Clark
> Professor & Chair of Psychology
> University of Winnipeg
> 204-786-9757
> Room 4L41A (4th Floor Lockhart)
> www.uwinnipeg.ca/~clark
>  
>  
> ---
> 
> You are currently subscribed to tips as: chri...@yorku.ca.
> 
> To unsubscribe click here: 
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> 
> 
> 
> 


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[tips] Testing Wars (Again or Still)

[Jim Clark]

Hi

NY Times reports latest on the testing wars in schools. I think one of the 
causal factors, perhaps especially in the negative reactions of many teachers, 
may be the lack of education about testing in teacher education. At least one 
professor of education in the province bemoaned several years ago about the 
lack of such training.

http://www.nytimes.com/2016/04/24/opinion/sunday/race-and-the-standardized-testing-wars.html?emc=edit_th_20160424=todaysheadlines=26933398&_r=0

Take care
Jim

Jim Clark
Professor & Chair of Psychology
University of Winnipeg
204-786-9757
Room 4L41A (4th Floor Lockhart)
www.uwinnipeg.ca/~clark



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[tips] testing

[michael sylvester]

michael

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RE:[tips] testing

[Annette Taylor]

From: MiguelRoig miguelr...@comcast.net
Annette, you describe the terrible tragedy regarding those 4 students who 
committed suicide and follow it with familiar stories of slacking students. I 
feel your pain, especially because in applying our 'one-fits-all' course rules 
and requirements we can never be certain the extent to which the slacking off 
is 'normal' student behavior vs. a symptom of a potentially serious problem.
Enjoy the game!
Miguel
-

Yes, that was my point: I what is the normal student slacking behavior and I 
don't know how to react: respond with an admonition to be more responsible? Or 
see this as a sign of a potential problem and cut a lot of slack back? I've 
erred on the side of slack but I am more deeply troubled by what underlies this 
atmosphere. This is of great concern. I've read the Twenge work on narcisism 
and depression/anxiety and honestly, I think she generalizes WAY beyond what 
her data warrant. OTOH I'm just not sure what is going on. My only consolation 
is that everything waxes and wanes and this will wane as well. But the cost is 
so high :(

A



ps: Kings won; we drove home instead of staying overnight (it's a 2-1/2 hour 
drive late into the night and we're not so young any longer) and I'm exhausted 
today--have to get in for office hours for all those last minute students, but 
it's the kind of exhausted that is actually refreshing!


Annette Kujawski Taylor, Ph. D.
Professor, Psychological Sciences
University of San Diego
5998 Alcala Park
San Diego, CA 92110
tay...@sandiego.edu

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RE:[tips] testing

[Annette Taylor]

This has been a particularly hard semester! But not with things that I need to 
seek help for from TiPS.

We had 4 student suicides this semester. I don't think we have had 4 total 
during the previous 23 years that I have been here. This was really rough. The 
first announcement about the sad and sudden passing of a student left me 
wondering if it had been a car accident, or a sudden bursting of an aneurysm. 
But more than one? more than two? No, it turns out that these beautiful, 
bright, young people took their lives. Very sad. It was only after the third 
that the word spread--can't stop social media--about the suicides. 

This is one time that social media truly has a negative effect. I recall 
Cialdini's writing in Influence about how there has been a concentrated move by 
news media to suppress stories of suicides because they then tend to come in 
clusters--perhaps some element of social comparison at work. At any rate, give 
the local news media their due, there has been nothing in the local news about 
these. But social media has been busy and finally the school paper had a 
special story last week with an emphasis on healing and where to get help and 
how to pick out warning signs, etc. I thought it was well-written.

In the last month I've had students take a one to two week leave-of-absence to 
go home to see their psychologists. In the previous 23 years I don't remember 
once having a student bring me a note from their psychologist about their 
fragile condition. I have had the occasional student with various problems, but 
this was unusual.

Then, we have finals starting on Thursday and I've had 5 emails asking me 
what's on the final! Well, if they had come to class, if they had asked their 
friends, if they had asked classmates for notes from the days they 
missed...then they would have known that there are multiple study guides posted 
on blackboard...yes, I am one of those easy teachers who posts study guides 
(honestly, they are so lame...mostly a list of terms from each chapter but 
students seem to find those so helpful; I mean, all they would have to do is 
type up a list of terms in bold font in either the text or on their ppt slides, 
the latter also posted to blackboard. But students find them very helpful.).

Then there are still unreturned midterm exams for at least 7 students--very 
unusual at my school--these are students who have not been back to class since 
the last midterm. I have 79 students in various classes this semester (yes, we 
are a small, private, liberal arts school so we cap at 25 to 30 per section), 
so almost 10% have not been in class for at least 2 weeks. I don't have an 
attendance policy. Some of those are the ones who emailed me about what's on 
the final? And if you are wondering whether in this fragile climate I gave 
sweet answers, the answer is NO! I was pretty blunt. Read the syllabus, 
everything you need to know is in blackboard. Come to class once in a while. 
Read the syllabus; it advises you to get notes from 2 classmates if you must 
miss a class. Ok, I try to diffuse it with humor, and then I gave them all the 
info they need to know.

I'm grumpy...but I'm going to the Kings game tonight :) Woo hoo, first Stanley 
Cup play-off game. Don't ask what the tickets cost...I'm sure it will be a 
priceless experience (we just talked about subjective utility in cognitive 
class :).

APS next week; AP readings a week after that, and then a little time off :) to 
catch up on other commitments.

I wonder why tips has been so silent... ;)

Annette



Annette Kujawski Taylor, Ph. D.
Professor, Psychological Sciences
University of San Diego
5998 Alcala Park
San Diego, CA 92110
tay...@sandiego.edu
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Re: [tips] testing

[Gerald Peterson]

Sounds like a very tragic end of term. I have had to deal with deaths due to 
car accidents/texting, and am having increasing issues with social 
anxiety/stress responses in recent years. Many tipsters must be ending things 
up? and are busy with final exams.  I have ended over a week ago(I am teaching 
half-time now to prep for retirement), attended graduation, starting 
yard/garden work, doing an online MOOC? class at MSU, and catching up with some 
fun reading. Other than dealing with weird Michigan spring (hail, snow and rain 
on Mothers day),I am enjoying a break from classes.
Gary Peterson
Psych at SVSU


- Original Message -
From: Annette Taylor tay...@sandiego.edu
To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu
Sent: Tuesday, May 14, 2013 9:27:12 AM
Subject: RE:[tips] testing

This has been a particularly hard semester! But not with things that I need to 
seek help for from TiPS.

We had 4 student suicides this semester. I don't think we have had 4 total 
during the previous 23 years that I have been here. This was really rough. The 
first announcement about the sad and sudden passing of a student left me 
wondering if it had been a car accident, or a sudden bursting of an aneurysm. 
But more than one? more than two? No, it turns out that these beautiful, 
bright, young people took their lives. Very sad. It was only after the third 
that the word spread--can't stop social media--about the suicides. 

This is one time that social media truly has a negative effect. I recall 
Cialdini's writing in Influence about how there has been a concentrated move by 
news media to suppress stories of suicides because they then tend to come in 
clusters--perhaps some element of social comparison at work. At any rate, give 
the local news media their due, there has been nothing in the local news about 
these. But social media has been busy and finally the school paper had a 
special story last week with an emphasis on healing and where to get help and 
how to pick out warning signs, etc. I thought it was well-written.

In the last month I've had students take a one to two week leave-of-absence to 
go home to see their psychologists. In the previous 23 years I don't remember 
once having a student bring me a note from their psychologist about their 
fragile condition. I have had the occasional student with various problems, but 
this was unusual.

Then, we have finals starting on Thursday and I've had 5 emails asking me 
what's on the final! Well, if they had come to class, if they had asked their 
friends, if they had asked classmates for notes from the days they 
missed...then they would have known that there are multiple study guides posted 
on blackboard...yes, I am one of those easy teachers who posts study guides 
(honestly, they are so lame...mostly a list of terms from each chapter but 
students seem to find those so helpful; I mean, all they would have to do is 
type up a list of terms in bold font in either the text or on their ppt slides, 
the latter also posted to blackboard. But students find them very helpful.).

Then there are still unreturned midterm exams for at least 7 students--very 
unusual at my school--these are students who have not been back to class since 
the last midterm. I have 79 students in various classes this semester (yes, we 
are a small, private, liberal arts school so we cap at 25 to 30 per section), 
so almost 10% have not been in class for at least 2 weeks. I don't have an 
attendance policy. Some of those are the ones who emailed me about what's on 
the final? And if you are wondering whether in this fragile climate I gave 
sweet answers, the answer is NO! I was pretty blunt. Read the syllabus, 
everything you need to know is in blackboard. Come to class once in a while. 
Read the syllabus; it advises you to get notes from 2 classmates if you must 
miss a class. Ok, I try to diffuse it with humor, and then I gave them all the 
info they need to know.

I'm grumpy...but I'm going to the Kings game tonight :) Woo hoo, first Stanley 
Cup play-off game. Don't ask what the tickets cost...I'm sure it will be a 
priceless experience (we just talked about subjective utility in cognitive 
class :).

APS next week; AP readings a week after that, and then a little time off :) to 
catch up on other commitments.

I wonder why tips has been so silent... ;)

Annette



Annette Kujawski Taylor, Ph. D.
Professor, Psychological Sciences
University of San Diego
5998 Alcala Park
San Diego, CA 92110
tay...@sandiego.edu
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Re: [tips] testing

[MiguelRoig]

Annette, you describe the terrible tragedy regarding those 4 students who 
committed suicide and follow it with familiar stories of slacking students. I 
feel your pain, especially because in applying our 'one-fits-all' course rules 
and requirements we can never be certain the extent to which the slacking off 
is 'normal' student behavior vs. a symptom of a potentially serious problem. 


Enjoy the game! 



Miguel 


- Original Message -
From: Annette Taylor tay...@sandiego.edu 
To: Teaching in the Psychological Sciences (TIPS) 
tips@fsulist.frostburg.edu 
Sent: Tuesday, May 14, 2013 9:27:12 AM 
Subject: RE:[tips] testing 

This has been a particularly hard semester! But not with things that I need to 
seek help for from TiPS. 

We had 4 student suicides this semester. I don't think we have had 4 total 
during the previous 23 years that I have been here. This was really rough. The 
first announcement about the sad and sudden passing of a student left me 
wondering if it had been a car accident, or a sudden bursting of an aneurysm. 
But more than one? more than two? No, it turns out that these beautiful, 
bright, young people took their lives. Very sad. It was only after the third 
that the word spread--can't stop social media--about the suicides. 

This is one time that social media truly has a negative effect. I recall 
Cialdini's writing in Influence about how there has been a concentrated move by 
news media to suppress stories of suicides because they then tend to come in 
clusters--perhaps some element of social comparison at work. At any rate, give 
the local news media their due, there has been nothing in the local news about 
these. But social media has been busy and finally the school paper had a 
special story last week with an emphasis on healing and where to get help and 
how to pick out warning signs, etc. I thought it was well-written. 

In the last month I've had students take a one to two week leave-of-absence to 
go home to see their psychologists. In the previous 23 years I don't remember 
once having a student bring me a note from their psychologist about their 
fragile condition. I have had the occasional student with various problems, but 
this was unusual. 

Then, we have finals starting on Thursday and I've had 5 emails asking me 
what's on the final! Well, if they had come to class, if they had asked their 
friends, if they had asked classmates for notes from the days they 
missed...then they would have known that there are multiple study guides posted 
on blackboard...yes, I am one of those easy teachers who posts study guides 
(honestly, they are so lame...mostly a list of terms from each chapter but 
students seem to find those so helpful; I mean, all they would have to do is 
type up a list of terms in bold font in either the text or on their ppt slides, 
the latter also posted to blackboard. But students find them very helpful.). 

Then there are still unreturned midterm exams for at least 7 students--very 
unusual at my school--these are students who have not been back to class since 
the last midterm. I have 79 students in various classes this semester (yes, we 
are a small, private, liberal arts school so we cap at 25 to 30 per section), 
so almost 10% have not been in class for at least 2 weeks. I don't have an 
attendance policy. Some of those are the ones who emailed me about what's on 
the final? And if you are wondering whether in this fragile climate I gave 
sweet answers, the answer is NO! I was pretty blunt. Read the syllabus, 
everything you need to know is in blackboard. Come to class once in a while. 
Read the syllabus; it advises you to get notes from 2 classmates if you must 
miss a class. Ok, I try to diffuse it with humor, and then I gave them all the 
info they need to know. 

I'm grumpy...but I'm going to the Kings game tonight :) Woo hoo, first Stanley 
Cup play-off game. Don't ask what the tickets cost...I'm sure it will be a 
priceless experience (we just talked about subjective utility in cognitive 
class :). 

APS next week; AP readings a week after that, and then a little time off :) to 
catch up on other commitments. 

I wonder why tips has been so silent... ;) 

Annette 



Annette Kujawski Taylor, Ph. D. 
Professor, Psychological Sciences 
University of San Diego 
5998 Alcala Park 
San Diego, CA 92110 
tay...@sandiego.edu 
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RE: [tips] testing

[Tim Shearon]

Annette
I've only had to deal with student suicides/deaths at our College or University 
a few times in my whole career and it is indeed tragic. One of those suicides 
was a client of one of my best friend/colleagues and the student was in my 
class. To have four in a year/term. . . The King's match is a good start but it 
sounds like you and your entire faculty, or at least the ones who are empathic, 
have had a terribly difficult year and need some me time in a big way! Take 
care and I hope you can get the rest you need- I have personally found that a 
marathon of my favorite comedies, funny movies, and my favorite books is a good 
start to the summer. Best.
Tim 
___
Timothy O. Shearon, PhD
Professor, Department of Psychology
The College of Idaho
Caldwell, ID 83605
email: tshea...@collegeofidaho.edu

teaching: intro to neuropsychology; psychopharmacology; general; history and 
systems

You can't teach an old dogma new tricks. Dorothy Parker


From: Annette Taylor tay...@sandiego.edu
To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu
Sent: Tuesday, May 14, 2013 9:27:12 AM
Subject: RE:[tips] testing

This has been a particularly hard semester! But not with things that I need to 
seek help for from TiPS.

We had 4 student suicides this semester. I don't think we have had 4 total 
during the previous 23 years that I have been here. This was really rough. The 
first announcement about the sad and sudden passing of a student left me 
wondering if it had been a car accident, or a sudden bursting of an aneurysm. 
But more than one? more than two? No, it turns out that these beautiful, 
bright, young people took their lives. Very sad. It was only after the third 
that the word spread--can't stop social media--about the suicides.

This is one time that social media truly has a negative effect. I recall 
Cialdini's writing in Influence about how there has been a concentrated move by 
news media to suppress stories of suicides because they then tend to come in 
clusters--perhaps some element of social comparison at work. At any rate, give 
the local news media their due, there has been nothing in the local news about 
these. But social media has been busy and finally the school paper had a 
special story last week with an emphasis on healing and where to get help and 
how to pick out warning signs, etc. I thought it was well-written.

In the last month I've had students take a one to two week leave-of-absence to 
go home to see their psychologists. In the previous 23 years I don't remember 
once having a student bring me a note from their psychologist about their 
fragile condition. I have had the occasional student with various problems, but 
this was unusual.

Then, we have finals starting on Thursday and I've had 5 emails asking me 
what's on the final! Well, if they had come to class, if they had asked their 
friends, if they had asked classmates for notes from the days they 
missed...then they would have known that there are multiple study guides posted 
on blackboard...yes, I am one of those easy teachers who posts study guides 
(honestly, they are so lame...mostly a list of terms from each chapter but 
students seem to find those so helpful; I mean, all they would have to do is 
type up a list of terms in bold font in either the text or on their ppt slides, 
the latter also posted to blackboard. But students find them very helpful.).

Then there are still unreturned midterm exams for at least 7 students--very 
unusual at my school--these are students who have not been back to class since 
the last midterm. I have 79 students in various classes this semester (yes, we 
are a small, private, liberal arts school so we cap at 25 to 30 per section), 
so almost 10% have not been in class for at least 2 weeks. I don't have an 
attendance policy. Some of those are the ones who emailed me about what's on 
the final? And if you are wondering whether in this fragile climate I gave 
sweet answers, the answer is NO! I was pretty blunt. Read the syllabus, 
everything you need to know is in blackboard. Come to class once in a while. 
Read the syllabus; it advises you to get notes from 2 classmates if you must 
miss a class. Ok, I try to diffuse it with humor, and then I gave them all the 
info they need to know.

I'm grumpy...but I'm going to the Kings game tonight :) Woo hoo, first Stanley 
Cup play-off game. Don't ask what the tickets cost...I'm sure it will be a 
priceless experience (we just talked about subjective utility in cognitive 
class :).

APS next week; AP readings a week after that, and then a little time off :) to 
catch up on other commitments.

I wonder why tips has been so silent... ;)

Annette



Annette Kujawski Taylor, Ph. D.
Professor, Psychological Sciences
University of San Diego
5998 Alcala Park
San Diego, CA 92110
tay...@sandiego.edu
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Re: [tips] testing

[michael sylvester]

Hey Tim:
 Do you still have your stash of Aocapulco Gold? Could be included in 
your summer relaxation program.
michael 



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RE: [tips] testing

[Tim Shearon]

No offense taken but my lungs just say no! to vices that include inhalation. 
My vice of choice is ethanol in small quantities as I find that enjoyment and 
relaxation work best without the lingering effects of overuse. (My liver is 
appreciative).
Tim 

___
Timothy O. Shearon, PhD
Professor, Department of Psychology
The College of Idaho
Caldwell, ID 83605
email: tshea...@collegeofidaho.edu

teaching: intro to neuropsychology; psychopharmacology; general; history and 
systems

You can't teach an old dogma new tricks. Dorothy Parker

 

-Original Message-
From: michael sylvester [mailto:msylves...@copper.net] 
Sent: Tuesday, May 14, 2013 4:05 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] testing

Hey Tim:
  Do you still have your stash of Aocapulco Gold? Could be included in your 
summer relaxation program.
michael 


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[tips] Testing

[Paul C Bernhardt]

No messages for several days… tap tap tap Is this thing working? Can you 
hear me now? 

Paul

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RE:[tips] Testing

[Marc Carter]

Finals.  Final papers/projects.

Buried

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts  Sciences
Baker University
--

 -Original Message-
 From: Paul C Bernhardt [mailto:pcbernha...@frostburg.edu]
 Sent: Monday, May 13, 2013 11:46 AM
 To: Teaching in the Psychological Sciences (TIPS)
 Subject: [tips] Testing

 No messages for several days... tap tap tap Is this thing working?
 Can you hear me now?

 Paul

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The information contained in this e-mail and any attachments thereto (e-mail) 
is sent by Baker University (BU) and is intended to be confidential and for 
the use of only the individual or entity named above. The information may be 
protected by federal and state privacy and disclosures acts or other legal 
rules. If the reader of this message is not the intended recipient, you are 
notified that retention, dissemination, distribution or copying of this e-mail 
is strictly prohibited. If you have received this e-mail in error please 
immediately notify Baker University by email reply and immediately and 
permanently delete this e-mail message and any attachments thereto. Thank you.

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RE:[tips] Testing

[Tim Shearon]

Marc Carter replied: Buried

There's a lot of that going around (I'm proctoring exams from 1 - 8pm today!). 
Best
Tim

___
Timothy O. Shearon, PhD
Professor and Chairperson, Department of Psychology
The College of Idaho
Caldwell, ID 83605
email: tshea...@collegeofidaho.edu

teaching: intro to neuropsychology; psychopharmacology; general; history and 
systems

You can't teach an old dogma new tricks. Dorothy Parker




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[tips] testing

[mjchael sylvester]

m
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[tips] Testing theory question

[Annette Taylor]

I know that in many circle a T/F test item is talked about AS IF it's the same 
as a forced choide A/B item. But in some ways they behave differently.

I've been scouring the internet for information to no avail.

Can someone point me in the direction of any testing information that might 
talk about these as different.

Thanks

Annette

Annette Kujawski Taylor, Ph. D.
Professor, Psychological Sciences
University of San Diego
5998 Alcala Park
San Diego, CA 92110
tay...@sandiego.edu
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[tips] testing

[michael sylvester]

I have been trying to send a post to tips but it is not going through.

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[tips] testing

[michael sylvester]

michael
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Re:[tips] testing again--please ignore (and I apologize)

[Pollak, Edward]

Michael Sylvester wrote Maybe someone is trying to get you off the list. It is 
like a prof who finds that his/her office is being moved closer to the parking 
lot every year.



That's quite odd. I've found the exact opposite. The older I get, the farther 
my office seems to be from the parking lot.  And the distances between my 
office and classrooms appear to be getting greater still.

Ed



Edward I. Pollak, Ph.D.
Department of Psychology
West Chester University of Pennsylvania
http://home.comcast.net/~epollak/home.htm

Husband, father, grandfather, biopsychologist,  bluegrass fiddler.. in 
approximate order of importance.

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RE:[tips] testing again--please ignore (and I apologize)

[Bourgeois, Dr. Martin]

Me too, Ed. And the students keep getting younger!

From: Pollak, Edward [epol...@wcupa.edu]
Sent: Sunday, January 09, 2011 9:46 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re:[tips] testing again--please ignore (and I apologize)





Michael Sylvester wrote Maybe someone is trying to get you off the list. It is 
like a prof who finds that his/her office is being moved closer to the parking 
lot every year.



That's quite odd. I've found the exact opposite. The older I get, the farther 
my office seems to be from the parking lot.  And the distances between my 
office and classrooms appear to be getting greater still.

Ed



Edward I. Pollak, Ph.D.
Department of Psychology
West Chester University of Pennsylvania
http://home.comcast.net/~epollak/home.htm

Husband, father, grandfather, biopsychologist,  bluegrass fiddler.. in 
approximate order of importance.


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Re: Re:[tips] testing again--please ignore (and I apologize)

[michael sylvester]

  - Original Message - 
  From: Pollak, Edward 
  To: Teaching in the Psychological Sciences (TIPS) 
  Sent: Sunday, January 09, 2011 12:46 PM
  Subject: Re:[tips] testing again--please ignore (and I apologize)






  Michael Sylvester wrote Maybe someone is trying to get you off the list. It 
is like a prof who finds that his/her office is being moved closer to the 
parking lot every year.



  That's quite odd. I've found the exact opposite. The older I get, the farther 
my office seems to be from the parking lot.  And the distances between my 
office and classrooms appear to be getting greater still.  

  Ed





  Could this be construed as part of the university's wellness program? After 
all,exercise is good for the body.



  Michael

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Re: [tips] testing again--please ignore (and I apologize)

[michael sylvester]

Maybe someone is trying to get you off the list.It is like a prof who finds 
that  his/her office is being moved closer to the parking lot every year.

Michael
  - Original Message - 
  From: Carol DeVolder 
  To: Teaching in the Psychological Sciences (TIPS) 
  Sent: Saturday, January 08, 2011 1:38 AM
  Subject: [tips] testing again--please ignore (and I apologize)




  Testing from another account, but hopefully I will get the old one fixed. 
Sorry for all the e-mails.
  Carol D.

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--



  No virus found in this incoming message.
  Checked by AVG - www.avg.com 
  Version: 9.0.872 / Virus Database: 271.1.1/3365 - Release Date: 01/07/11 
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[tips] testing (please ignore unless you are B. Southerly)

[DeVolder Carol L]

I've not been getting TIPS messages for a few days and I'm trying to figure out 
why. I think it's because of some changes to our server so I'm seeing if this 
has any effect. Otherwise I believe I need to unsubscribe and resubscribe.






Carol L. DeVolder, Ph.D. 
Professor of Psychology
Chair, Department of Psychology 
St. Ambrose University 
518 West Locust Street 
Davenport, Iowa 52803 

Phone: 563-333-6482 
e-mail: devoldercar...@sau.edu 
web: http://web.sau.edu/psychology/psychfaculty/cdevolder.htm 

The contents of this message are confidential and may not be shared with anyone 
without permission of the sender.


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[tips] testing again--please ignore (and I apologize)

[Carol DeVolder]

Testing from another account, but hopefully I will get the old one fixed.
Sorry for all the e-mails.
Carol D.

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