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     So  long  as  there  is  a  union  of  education  and
certification  and  so  long  as  there  is  payment   for
educational   services  there  will  be  a  motivation  to
validate the educational process.  Some techniques will be
used  to  measure  in  some way the nature and  extent  of
educational   progress.     In   our   modern   era   many
sophisticated   methods   of   gathering   and   analyzing
information   about   educational   progress   have   been
developed.    In many instances computers are  utilized to
make possible evaluation procedures which were not  before
possible.    Yet  even  so  there  is  a  tension  between
education and certification.

     Is  it  wise  to attempt  to  facilitate  educational
growth which  by  its very nature can  not  be  certified?
Suppose  there  are no testing instruments to  objectively
measure a students'   accomplishment in a certain possible
learning   experience.    Suppose  that   the   inevitable
existence   of  instructor-bias  is  of  such  a  critical
importance that it would   be  essentially  impossible  to
fairly evaluate students'   accomplishment  in educational
ventures of a certain  sort.    Suppose individual student
differences  undermine the traditional  assumptions  about
measuring and inter-comparing students's  accomplishments.
Are such insurmountable barriers  to meaningful evaluation
of students'  educational progress to be  grounds  for not
attempting to facilitate certain educational ventures?

     Consider    aesthetic    learning    experiences   of
familiarization  and  appreciation.    Consider  affective
learning   experiences   which   might   facilitate   more
harmonious   human  relationships.     Consider   learning
experiences   in   which  students  might  be   powerfully
confronted personally with antithetical value systems  and
styles  of  life.    To  what  extent  are  such  learning
experiences not part of our educational  programs  because
nobody knows how to objectively and fairly evaluate and so
certify the  fulfillment  of  such educational objectives.
It would appear  that through the communication channel of
political   decisions  and  actions  many  educators  have
answered that last question of the previous paragraph, and
the answer is that difficulty of evaluation is grounds for
not attempting to facilitate certain kinds  of educational
ventures.   Thus our dedication  to  our grading practices
imposes   certain   limitations  on   our   liberal   arts
educational programs.

                         (c) 1999 by Paul A. Smith in
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