Group items tagged

Short of a vaccine, mass testing is among the most plausible paths back to some kind of normalcy.

Imagine a world where you could stop at a drive-through testing center, get a result in 20 minutes or so, and then motor onward to your dinner party with a “negative” certificate in hand. Imagine outdoor kiosks at airports, with a negative test result required to get inside. Imagine offices, even restaurants or bars, with a nurse stationed in the parking lot.

Would this be annoying and cumbersome? Yes. Would it be a vast improvement on what we are doing now? Also yes. It even seems plausible since Abbott Labs has won emergency approval for a test that costs $5, returns an answer in 15 minutes, requires no specialized equipment and can be produced in bulk. Mass deployment of this test, or others like it, could fundamentally change how we approach covid-19.

Why It Pays to Think Outside the Box on Coronavirus Tests

Universities and other institutions looking to protect themselves from Covid-19 may benefit from sharing their testing resources with the wider community, a new study suggests.

Last year, when the National Football League decided to stage its season in the midst of the coronavirus pandemic, it went all-in on testing

Instagram’s Reels video service is designed to show users streams of short videos on topics the system decides will interest them, such as sports, fashion or humor. 

The Meta Platforms META -1.04%decrease; red down pointing triangle-owned social app does the same thing for users its algorithm decides might have a prurient interest in children, testing by The Wall Street Journal showed.

The Journal sought to determine what Instagram’s Reels algorithm would recommend to test accounts set up to follow only young gymnasts, cheerleaders and other teen and preteen influencers active on the platform.

“When you cover too many topics,” Coleman said, “the assessments designed to measure those standards are inevitably superficial.” He pointed to research showing that more students entering college weren’t prepared and were forced into “remediation programs from which they never escape.” In math, for example, if you examined data from top-performing countries, you found an approach that emphasized “far fewer topics, far deeper,” the opposite of the curriculums he found in the United States, which he described as “a mile wide and an inch deep.”

The lessons he brought with him from thinking about the Common Core were evident — that American education needed to be more focused and less superficial, and that it should be possible to test the success of the newly defined standards through an exam that reflected the material being taught in the classroom.

she and her team had extensive conversations with students, teachers, parents, counselors, admissions officers and college instructors, asking each group to tell them in detail what they wanted from the test. What they arrived at above all was that a test should reflect the most important skills that were imparted by the best teachers

he main reason is that a test gives information about the level of the virus at one point in time. A person could be infected but not have enough virus yet for it to register on a test. Or, a person may become infected in the hours or days after taking a test. Also, the tests do not have 100 percent accuracy.

A test “filters out those who are positive and definitely shouldn’t be there,” she said. “Testing negative basically changes nothing about behavior. It still means wear a mask, distance, avoid indoors if you can.”

Taking multiple tests over a period of days gives a clearer answer. But experts cautioned that no test — regardless of how many times it’s taken in succession — can definitively determine whether someone infected by the coronavirus is contagious, or no longer poses a transmission risk to other people.

A Bachelor’s degree taught me how to learn to ace exams. But it didn’t teach me how to learn to remember.

65% to 80% of students answered “no” to the question “Do you study the way you do because somebody taught you to study that way?”

the most-popular Coursera course of all time: Dr. Barabara Oakley’s free course on “Learning how to Learn.” So did I. And while this course taught me about chunking, recalling, and interleaving

Functional Medicine is the alternative medicine Bill Clinton credits with giving him his life back after his 2004 quadruple heart by-pass surgery. Its ideology is embraced by Oprah and regularly features on Gwyneth Paltrow's Goop.

Developed in 1990 by Dr Jeffrey Bland, who in 1991 set up the Institute of Functional Medicine with his wife Susan, today the field is spearheaded by US best-selling author Dr Mark Hyman, adviser to the Clintons and co-director of the controversial Cleveland Clinic for Functional Medicine.

"Functional Medicine is not about a test or a supplement or a particular protocol," he adds. "It's really a new paradigm of disease and how it arises and how to restore health. Within it there are many approaches that are effective, it's not exclusive, it doesn't exclude traditional medications, it includes all modalities depending on what's right for that patient."

The test of replicability, as it’s known, is the foundation of modern research. Replicability is how the community enforces itself. It’s a safeguard for the creep of subjectivity. Most of the time, scientists know what results they want, and that can influence the results they get. The premise of replicability is that the scientific community can correct for these flaws.

But now all sorts of well-established, multiply confirmed findings have started to look increasingly uncertain. It’s as if our facts were losing their truth: claims that have been enshrined in textbooks are suddenly unprovable.

This phenomenon doesn’t yet have an official name, but it’s occurring across a wide range of fields, from psychology to ecology.

It is ironic, then, that English Language Arts exams are designed for “cultural neutrality.” This is supposed to give students a level playing field on the exams, but what it does is bleed our English classes dry. We are trying to teach students to read increasingly complex texts, but they are complex only on the sentence level — not because the ideas they present are complex, not because they are symbolic, allusive or ambiguous. These are literary qualities, and they are more or less absent from testing materials.

Of course no teacher disputes the necessity of being able to read for information. But if literature has no place in these tests, and if preparation for the tests becomes the sole goal of education, then the reading of literature will go out of fashion in our schools.

we should abandon altogether the multiple-choice tests, which are in vogue not because they are an effective tool for judging teachers or students but because they are an efficient means of producing data. Instead, we should move toward extensive written exams, in which students could grapple with literary passages and books they have read in class, along with assessments of students’ reports and projects from throughout the year. This kind of system would be less objective and probably more time-consuming for administrators, but it would also free teachers from endless test preparation and let students focus on real learning.

An artificial intelligence software program capable of seeing and reading has for the first time answered geometry questions from the SAT at the level of an average 11th grader.

The software had to combine machine vision to understand diagrams with the ability to read and understand complete sentences; its success represents a breakthrough in artificial intelligence.

Despite the advance, however, the researchers acknowledge that the program’s abilities underscore how far scientists have to go to create software capable of mimicking human intelligence.

majority of colleges in the United States use a single test to determine what courses incoming students are eligible to take

placement tests decide whether students are ready for college-level coursework or if they first need to re-take the fundamentals to prepare.

these placement tests aren't necessarily good predictors of success in college courses.

Predictive statistical analysis, harnessed to big data, appears poised to alter the way millions of people are hired and assessed.

By one estimate, more than 98 percent of the world’s information is now stored digitally, and the volume of that data has quadrupled since 2007.

The application of predictive analytics to people’s careers—an emerging field sometimes called “people analytics”—is enormously challenging, not to mention ethically fraught

The best way to eliminate grade inflation is to take professors out of the grading process: Replace them with professional evaluators who never meet the students, and who don't worry that students will punish harsh grades with poor reviews. That's the argument made by leaders of Western Governors University, which has hired 300 adjunct professors who do nothing but grade student work.

These efforts raise the question: What if professors aren't that good at grading? What if the model of giving instructors full control over grades is fundamentally flawed? As more observers call for evidence of college value in an era of ever-rising tuition costs, game-changing models like these are getting serious consideration.

Professors do score poorly when it comes to fair grading, according to a study published in July in the journal Teachers College Record. After crunching the numbers on decades' worth of grade reports from about 135 colleges, the researchers found that average grades have risen for 30 years, and that A is now the most common grade given at most colleges. The authors, Stuart Rojstaczer and Christopher Healy, argue that a "consumer-based approach" to higher education has created subtle incentives for professors to give higher marks than deserved. "The standard practice of allowing professors free rein in grading has resulted in grades that bear little relation to actual performance," the two professors concluded.

More 5inShare Email Print A defendant in the Atlanta Public Schools case turns herself in at the Fulton County Jail on April 2. (David Goldman/AP) Earlier this week at The Atlantic, Emily Richmond asked whether high-stakes testing caused the Atlanta schools cheating scandal. The answer, I would argue, is yes... just not in the way you might think. Tests don't cause unethical behavior. But they did cause the Atlanta cheating scandal, and they are doing damage to the teaching profession. The argument that tests do not cause unethical behavior is fairly straightforward, and has been articulated by a number of writers. Jonathan Chait quite correctly points out that unethical behavior occurs in virtually all professions -- and that it occurs particularly when there are clear incentives to succeed. Incentivizing any field increases the impetus to cheat. Suppose journalism worked the way teaching traditionally had. You get hired at a newspaper, and your advancement and pay are dictated almost entirely by your years on the job, with almost no chance of either becoming a star or of getting fired for incompetence. Then imagine journalists changed that and instituted the current system, where you can get really successful if your bosses like you or be fired if they don't. You could look around and see scandal after scandal -- phone hacking! Jayson Blair! NBC's exploding truck! Janet Cooke! Stephen Glass! -- that could plausibly be attributed to this frightening new world in which journalists had an incentive to cheat in order to get ahead. It holds true of any field. If Major League Baseball instituted tenure, and maybe used tee-ball rules where you can't keep score and everybody gets a chance to hit, it could stamp out steroid use. Students have been cheating on tests forever -- massive, systematic cheating, you could say. Why? Because they have an incentive to do well. Give teachers and administrators an incentive for their students to do well, and more of them will cheat. For Chait, then, teaching has just been made more like journalism or baseball; it has gone from an incentiveless occupation to one with incentives.

Chait refers to violations of journalistic ethics -- like the phone-hacking scandal -- and suggests they are analogous to Major-League steroid use, and that both are similar to teachers (or students) cheating on tests. But is phone hacking "cheating"

Phone hacking was, then, not an example of cheating. It was a violation of professional ethics. And those ethics are not arbitrarily imposed, but are intrinsic to the practice of journalism as a profession committed to public service and to truth.

AT first glance, the College Board’s revised SAT seems a radical departure from the test’s original focus on students’ general ability or aptitude.

The revised SAT takes some important, if partial, steps toward becoming a test of curriculum mastery. In place of the infamously tricky, puzzle-type items, the exam will be a more straightforward test of material that students encounter in the classroom.

While a clear improvement, the revised SAT remains problematic. It will still emphasize speed — quick recall and time management — over subject knowledge. Despite evidence that writing is the single most important skill for success in college, the essay will be optional.

Americans’ trouble with reading predates digital technologies. The problem is not bad reading habits engendered by smartphones, but bad education habits engendered by a misunderstanding of how the mind reads.

Just how bad is our reading problem? The last National Assessment of Adult Literacy from 2003 is a bit dated, but it offers a picture of Americans’ ability to read in everyday situations: using an almanac to find a particular fact, for example, or explaining the meaning of a metaphor used in a story. Of those who finished high school but did not continue their education, 13 percent could not perform simple tasks like these.

When things got more complex — in comparing two newspaper editorials with different interpretations of scientific evidence or examining a table to evaluate credit card offers — 95 percent failed.

The coronavirus continues to spread worldwide, with over 200,000 confirmed cases and at least 8,000 dead. In the United States, there have been at least 8,000 cases and more than 100 deaths, according to a New York Times database.

Most important: Do not panic. With a clear head and some simple tips, you can help reduce your risk, prepare your family and do your part to protect others.

That might be hard to follow, especially for those who can’t work from home. Also, if you’re young, your personal risk is most likely low. The majority of those who contract coronavirus do not become seriously ill, and it might just feel as if you have the flu. But keeping a stiff upper lip is not only foolhardy, but will endanger those around you.

an approach developed at Stanford's Graduate School of Education that's rapidly gaining adherents across the country

trial studies of the Stanford program demonstrated that when high school students engage regularly with challenging primary source documents, they not only make significant gains learning and retaining historical material, they also markedly improve their reading comprehension and critical thinking.

Colglazier builds his thought-provoking classes using an online tool called Reading Like a Historian. Designed by the Stanford History Education Group under Professor Sam Wineburg, the website offers 87 flexible lesson plans featuring documents from the Library of Congress