Headmaster's Notes

As we finish up our IOWA testing week at Andrews the “uncertainty principle,” a theory from the field of quantum mechanics, came to mind. Let me re-state that…the expression “uncertainty principle” came to mind and then I googled the phrase. I discovered that it came from the study of quantum mechanics (about which I know very little.) In layman’s terms the principle states that in order to measure time or instants of time, very accurate, fixed measuring rods and clocks are required. However, in order to measure speed or momentum, one needs instruments which have movable parts and are flexible. Ergo, there is no completely accurate way to measure both instants of time and speed or momentum of an object simultaneously. Got it? Measuring what a child knows or understands is comparable. Standardized achievement testing sessions are administered with strict testing protocols (set times, quiet atmosphere, rigid instructions for the teachers and students) designed to ensure accuracy – at least at that moment. Achievement testing is good at telling us what a child knows at that instant in time; in Andrews’ case, the fourth week of September. However, the tools we use to measure the speed or momentum of student learning tend to be “moving parts” with an emphasis on flexibility and diversity– “on the fly” teacher observations, quizzes, oral presentations, projects, daily student work and portfolios which reflect student growth over a longer period of time. Both of these measurements have their place. Both are equally important in knowing the youngster’s ability. However, we pay a lot more attention to achievement test results because they appear “quantitative.” Children’s knowledge is measured with numbers and percentiles, placing youngster’s achievement on a scale relative to how other children have achieved. One could make the case that these tests are anything but objective -- but that is another article. Daily, on-going feedback on student performance is just as important, if not more so. Children are definitely “moving objects” with a momentum all their own and the tools teachers use to capture their rate of knowledge acquisition must, by their very nature, be more fluid. One day a kindergarten student can’t read and the next day they can! On a Tuesday, a middle school student can’t remember the French explorer who navigated the great lakes and Wednesday, the explorer Cartier pops into their heads during a quiz. Great teachers and parents know that learning is like nutrition and exercise. Eating well and exercising daily, and then checking regularly to make sure these efforts are successful, will enhance the probability of passing a physical with flying colors. Learning well every day will produce better test results once or twice a year.