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Teaching to the test?

In my education evaluation class (in which I am a graduate student) we’ve been learning about, well, evaluation — through the framework of Kirkpatrick’s four levels.
 
Kirkpatrick’s level 2 deals with learning assessment. That is, tests students take.
 

Courtesy Allison Wood CC 3.0

On my brief commute, I’ve been listening to Diane Ravitch’s book The Death and Life of the Great American School System.
 
Ravitch, addressing primarily K-12 education, holds that teaching to the exam leads to narrowing the curriculum, particularly in English and mathematics. She explains that exams are imperfect one time measures of a student’s overall learning, and do not account for myriad characteristics that cannot accurately be tested, many of which have a significant influence on the ultimate success of a student.
 
In addition to my class and commute listen, I recently read a statement on the educational philosophy of Dr. Corey Schou, who was my own masters thesis supervisor.
 
Schou decries approaches that teach to the exam. He believes that the educational experience should be sufficient to prepare the student for the exam.
 
Schou was an early member of the (ISC)2 organization, which certifies information security professionals. The major component of that certification is passing an exam.
 
Schou expects his students to pass the (ISC)2 Certified Information Systems Security Professional (CISSP) exam upon exit of his program, and explains that his graduates have a 100% pass rate of the CISSP since his first graduate took it 15 years ago.
 
To be fair, I know that his students do spend time directly preparing for the exam (who wants the shame of breaking that trend?); but, it is absolutely true that he does not teach to it.
 
Other education thinkers, including training expert Robert Mager, do believe in teaching to the exam. In his view, if the exam appropriately reflects what a student really needs to know, then why wouldn’t you teach to it?
 
How are we addressing this in the ISU Industrial Cybersecurity program? Come back next time to find out!

Industrial Operations Combine

This year I volunteered to advise our International Society of Automation (ISA) student club. We have a good number of participants across all five programs (electrical, mechanical, instrumentation, nuclear, industrial cyber) and fantastic student leadership.

The club determined to organize an Industrial Operations Combine – modeled after the NFL Scouting combine. We invite potential employers to come and see the students in action completing a challenge such as wiring up a PLC, interpreting a P&ID, running Wireshark. This gives them a great feel for what our students can really do, rather than just what a resume says.

Participating employers receive resumes and contact details for all candidates, and can schedule interviews for the next day. If this sounds intriguing, come and check it out. Then sign up to bring a challenge next year!

Scipio Africanus

For about two years, I shared an office on 17th street in Idaho Falls with Michael J. Assante. During that time, he recommended I read “Scipio Africanus: Greater than Napoleon” by noted military historian B.H. Liddell Hart.

As I contemplated Assante’s legacy, I recalled the recommendation, and decided to take him up on it!

In the book, Hart describes the life and military career of Scipio Africanus. At about age 25, the Senate sent Scipio to Spain against the Carthaginians, where, together with their allies, they had slain Scipio’s father and uncle, who were also Roman military leaders.

Hart describes Scipio’s brilliant battlefield strategy and tactics, including logistics, surprise, rhetoric, self-control, and interpersonal skills. Ultimately, Scipio leads the Romans on to conquer their rivals, the Carthaginians, who were led by the revered Hannibal. 

Hart makes the case that Scipio Africanus is likely the greatest general of all time. He underscores his claim by pointing out that Napoleon, another contender for the title “greatest”, was ruthless in the pursuit of personal advantage, unnecessarily destroying many of his own countrymen, while Scipio worked tirelessly to preserve his. Hart credits Scipio with laying the foundation of the Roman empire as the crib of Western Civilization.

One of my favorite parts of the book was the story of an elderly Scipio asking an elderly Hannibal who was the greatest military captain of all time. Hannibal lists three notable captains — among whom Scipio is not named. Taking an alternate approach, Scipio asks Hannibal: had you beaten me in Africa then who would it be? “Of course,” said Hannibal, “I would have been greater than they all!”

Hart makes a compelling case that fame is not synonymous with trust, respect, or value of contribution. Hart’s emphasis on knowing one’s principles and holding fast to them, caused great introspection. I walked away from the book desiring to be a better strategist — to think and plan further ahead in my own life and endeavors.