My Little Story to Share with You...
Let’s pretend I like taking typing tests.
Maybe I want an accurate, impartial gauge of improvement in speed, for example.
I take a speed test.
Uh oh! I plinked out a humbling 20 wpm. Let me try again.
Ooh! I got a 25 wpm score this time.
Practice, practice....and take the test again.
Aha! 40 wpm and climbing.
I’m doing good! Now on paper, I look like I’m making the grade. I’m showing improvement - I’m hot, man!!! Compare me to all the other ladies in the neighborhood who also took the same standardized speed test and wow! I’m now in the 80th percentile.
So what does THAT mean?
It means that I can type that particular bunch of words on the test faster and more accurately than 79/100 other tested typists. And about 20/100 are still better typists. Of course, luckily, there weren’t too many numbers in my test paragraph, or I would have done much worse since I have to look at that row of keys. And good thing I was familiar with that kind of test from all my practice tests. I would have been a lot slower trying to type an excerpt from a technical journal.
Yes! I am a "good" typist.
(I perform the Happy Dance.)
Now, I do type the test faster and more accurately than when I first started taking the tests. Just the practicing reinforced my basic typing and test-taking skills. This is a good thing.
But while I was obsessing with my speed-typing, my (pretend) neighbor Shirley had been doing some speed drills. She improved, going from 25 to45 wpm. But then she got interested in changing the fonts in her program. This led to her exploring deeper into her word-processing tutorial, which led her to reconfiguring her page layout, which led to her learning more about desktop publishing, which led to her becoming a more computer-literate real-life capable person than she had been before all this fun exploration began.
Now, Shirley can’t type as well as me (hee, hee, she’s just in the 67th percentile).
But, whenever something goes wrong with my Windows upgrades, I call my buddy, computer-guru Shirley, to help out. Too bad she doesn’t get extra credit for being a computer geek, huh?
Oh, and then there’s Georgia, the lady across the street. She’s in the 95th percentile. She thinks if Shirley and I were more disciplined and dedicated, that we could be really good typists, like her. She quickly and easily got a job as a secretary. I mean, that woman can type!
But then, Shirley got hired, too. And after a while, although it took Shirley a while to prove herself, she’s now Georgia’s boss.
If we teach to the test, yes, our scores may be higher. But then there isn’t time for watching the ant hill in the front yard with the neighbor kids or marveling at the insect’s tiny yet gargantuan strength. Reading about the complexities of bug socialism will have to wait until that all-important spelling test has been studied for--again.
Natural curiosity becomes a luxury we can’t afford when we must first get all of our "real" work done.
When my kids are ready to launch forth, out on their own, into our wonderfully intricate world, I’ll have to ask myself some questions and worry: will they know how to think, learn about and adapt to our rapidly changing world?
Or will they just be good testers?
Donna Courreges wrote this essay for the Chart & Compass, in Alaska, in the 1990s.
Chart & Compass was edited and published by Sue Patterson way back when...
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