At least I've discovered my mental block.
I've left the classroom for a different job. Assessment has a different meaning, as I'm not thinking of assessing learning, but more assessing suitability, adaptation, listening to hear and consult about problems.
What if assessment in a new networked classroom was more consulting than testing? More for the teacher than the student?
And then I read about a blog ranking system.
Genius? Shouldn't I be creating instead of responding?
Can one trust a rating system from a parent page takes me to a review of movies? Not to mention an embedding that adds a link to a credit application. **Eek** Commercialism!
My Critic's Rant:
Without getting into a rating system reminiscent of comparing SAT or ACT scores while in the workforce (i.e., after it's relevant to most employers except for Google), I bet it just examines sentence complexity and a runs an search (sql? xml?) for million $$ words.
Save for inappropriate words or themes, should an instructor restrict blog reading because of its "reading level"? That's like taking Gulliver's Travels out of the hands of a pre-teen because "he'll never understand the historical themes". Or for a less anachronistic reference, telling an elementary student to choose a book other than one of the Harry Potter series because it's too thick.
What is it in our nature that compels us to be ranked - much less when invited to embed the link that rated us? Who cares what # I was in my graduating class? What have I done lately!
I was tempted. Until I realized it would only serve ego, not dialog.
Hope my sentence fragments don't negatively impact this blog's rating.
Don't assess me. Just help me continue to learn.