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[quote=jsteele][quote=Anonymous][quote=jsteele]
So, please explain the difference between my statement and your quote. Also, maybe spend some time reading the "teaching and learning framework". Then, you would understand the potential of success for robots.
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Perhaps I'm misinterpreting, but I took your reference to "a robot with an eraser" as a clear reference to "erase to the top" scandal.  If it was just ridiculous hyperbole, I apologize for calling it "objectively false".  The bottom line is, based on your line of argument, any attempt to hold any teacher to any standard is illegitimate.  IMPACT looks at how teachers perform in a set of defined areas, as judged by their peers, their principal, and teachers who've been designated "master educators".  There's a weight given to performance on standardized tests for some teachers, but not all, and it's by no means the deciding factor.

Now, there are opponents of IMPACT who argue that it's unfair to give any weight to standardized test results.  Fine, that's an argument.  But make that argument.  Not some nonsense about robots with erasers.  Because all you're doing is misleading people who are unfamiliar with the system.  It's beneath the usual quality of your contributions.[/quote]

I don't think any standard is illegitimate. I think that IMPACT is overly-formulaic and eliminates opportunities for teacher creativity. As a result, it nurtures robots. I have come to this understanding by reading the IMPACT guidebooks and talking with teachers a former master educator.

While I don't suggest that standardized tests should be ignored, I think the weight IMPACT gives them is far beyond reason. I think the significance encourages cheating and such cheating has, indeed, been documented.

You may consider describing IMPACT as favoring "robots with erasers" to be "nonsense". I think it succinctly describes the reality.
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