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                            %EVALUATION AND RENEWAL 730923

     Suppose that  the  traditional  methods   of  grading
students'   educational  ventures are of such  a character
that they subvert the very educational ventures which they
seek  to  certify as worthy of respect.   If that  be  the
case---then  it is essential  that we find some method  of
assessment   which  does  not  motivate  students  to  act
contrary to their best  educational interests  defined  in
terms  of  society's  needs  for  their  most constructive
contributions.  It does not seem unreasonable that any new
method of educational assessment be  validated in terms of
respected standards of value judgment. In this instance it
is  natural  to  ask that the new methods  of  educational
assessment be found to correlated  positively with already
tried-and-true methods of assessment.

     At this point we find ourselves in a hole,  a double-
bind.     If  our  traditional   methods  of   educational
assessment   are  essentially  invalid  because  of  their
negative feed-back loop effect, on what grounds should new
methods  of  assessment  be  validated in terms of the old
essentially invalid method of assessment?    It is clearly
foolhardy to seek that kind of invalid validation.

     It  is thus necessary to examine the value  judgments
which  are  the presumed  foundation  for the  traditional
educational  assessment methods.   In this context we must
ask  the  central  questions  regarding  the  purpose   of
education  in our  modern  society;  the responsibility of
educational   institutions   to  serve   the   long   term
integrative interests of society, and the interests of the
real  students who contract for services.  It  is  only by
digging down to  the  most basic value judgments regarding
the  needs of  modern  society for education---that we can
find a  solid basis for a reassessment of the adequacy  of
old  and  new  methods   of  describing   the character of
students' educational involvement, or non-involvement.

     We  must  go  even  further  and  examine  unexamined
assumptions which  define our  value  structures  and  our
notions regarding good and evil.

                         (c) 1999 by Paul A. Smith in
  GO:  essayz.com     "Search for Integrity and Honesty"
                    (On Being Yourself, Whole and Healthy)

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