Ah but did I say this, or you? </font><blockquote><div id="quote"><font class="small">Quote:</font>
If a student has not learned, it is the teacher's fault"

</div></font></blockquote><font class="post"> You.

I said, if a student has not learned, the teacher has not taught. Think semantically.

I placed no blame, just a fact. The teacher may have presented, in all earnest, but if the teacher has not reached a student where the student is, and where the student has learned something, then the teacher hasn't taught, but presented.

Anyone can present something. Indeed, I have often presented at seminars with no way of knowing if anyone learned anything. (Well, until they share afterwards.) It takes an evaluation for me to know if I taught.

I don't trust the grading system, I don't trust the testing systems. No one person learns exactly like the next, and no one person tests well like another either. Tests are often flat, one parameter, and easy to grade and do not indicate the level of learning the student is making, or indeed a good teacher could see by what the testing shows where they need to retrace their presentations.

I don't wish to throw blame or fault around, this situation is so much beyond that! Besides, it does no good.
I truly believe that if we developed the excellent critques necessary to honestly evaluate students and teachers, then we will know exactly where we are, and where we need to begin to solve the problem. People who have studied and developed their skills with test development and statistics can easily adjust for false answers and personal opinions so that results are true tests of skill and knowledge.

It behooves me that with all the intelligent people involved, and with all the needy, anxious students, and with all the concerned parents, that this issue has not been adequately addressed. Perhaps lawmakers are not the best ones to be doing it?