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427 points JumpCrisscross | 3 comments | | HN request time: 0.682s | source
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lwhi ◴[] No.41901852[source]
It is no longer effective to solely use a written essay to measure how deeply a student comprehends a subject.

AI is here to stay; new methods should be used to assess student performance.

I remember being told at school, that we weren't allowed to use calculators in exams. The line provided by teachers was that we could never rely on having a calculator when we need it most—obviously there's irony associated with having 'calculators' in our pockets 24/7 now.

We need to accept that the world has changed; I only hope that we get to decide how society responds to that change together .. rather than have it forced upon us.

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delusional ◴[] No.41902006[source]
> I remember being told at school, that we weren't allowed to use calculators in exams

I remember being told the same thing, but I happen to believe that it was a fantastic policy, with a lackluster explanation. The idea that you wouldn't have a calculator was obviously silly, even at the time, but underlying observation that relying on the calculator would rob you of the mental exercise the whole ordeal was supposed to be was accurate. The problem is that you can't explain to a room full of 12 year olds that math is actually beautiful and that the systems principles it imparts fundamentally shape how you view the world.

The same goes for essays. I hated writing essays, and I told myself all sort of weird copes about how I would never need to write an essay. The truth, that I've observed much later, is that structured thinking is exactly what the essay forced me to do. The essay was not a tool to asses my ability in a subject. It was a tool for me to learn. Writing the essay was part of the learning.

I think that's what a lot of this "kids don't need to calculate in their heads" misses. Being able to do the calculation was only ever part of the idea. Learning that you could learn how to do the calculation was at least as important.

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1. obscurette ◴[] No.41903491[source]
It's actually not about beauty of the math, it's about something which is nowadays called a number sense. It takes a lot of practice to develop an understanding what these things called numbers are, how these relate to each other, what happens if you combine these with operational signs, how numbers grow and shrink etc. And you are damn right that there is no any use to explain it to the 12 year olds. Or even to 16 year olds.
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2. Izkata ◴[] No.41904453[source]
Common Core was an attempt at teaching this directly. It gets so much ridicule because so few people have good enough number sense to recognize what they're seeing when shown a demonstration. Of course, since they didn't understand it, it then led to bad examples being created and shared, which just made it worse...
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3. SkyBelow ◴[] No.41907704[source]
It was more than that.

It didn't explain the goals well enough to parents, and many teachers didn't have the number sense themselves leading to many of the examples are passed around showing how the whole process is broken. There is also a question of if even works well, as it is somewhat akin to teaching someone the shortcut on how to do something before they have mastered the long way of doing it. Many experts in their fields have shortcuts, but they don't teach them directly to juniors in the field as there is value in learning how to do it the long hard way, as often times shortcuts are limited and only an understanding of the full process provides the knowledge of when best to apply different shortcuts.