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Anti-intellectualism and cargo cults - Open Knowledge — LiveJournal
Jun. 14th, 2006
12:22 am -
Anti-intellectualism and cargo cults
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June 15th, 2006 12:48 am (UTC)
Regarding the extra time issue - timelines are afigure of merit, certainly. But I've been out of school (graduated with my BSEE in 2002) and working
going on 4 years now, and the work environment does not in any way, shape, or form resemble the classroom or exam environment.
At work, if I don't finish something important during scheduled work hours, I can always stay late to finish up, and still end up meeting the deadline. In school, my extra exam time was just 50% more than the total "standard" allotted test duration.
It's not as if I had, or wanted, unlimited time -- just a little extra to organize my thoughts. I never intended to work (and don't work in, most of the time) in a very fast-paced environment -- I
I don't think well "on my feet", so to speak, so I've deliberately tried to get into areas of engineering that require more detailed and comprehensive analysis (in which it's expected that a person needs to take their time) rather than areas that require a person to grasp the "big picture" quickly.
I know very well that I'm awful at certain things (spontaneous verbal conversation, listening comprehension, social awareness) but you'll never see me trying to claim that I really AM good at these things and complaining when people say I'm not. In fact, I end up having to spend a fair amount of time reminding people of all the things I'm terrible at, to assure that I do NOT get assigned to tasks I would not be able to handle well.
Different people are optimized in different ways, and I would never try to misrepresent myself as being optimized for something that other people are much better at. However, some of us are "atypically optimized" and it is important to make sure that we're not relegated to underemployment when we could actually perform more complex jobs if certain barriers to entry were adjusted.
If you're going to make exact parallels to the "real world", you'd be hard-pressed to come up with an engineering situation wherein you had to solve a design problem in 50 minutes and your boss absolutely forbade you to, say, work 25 minutes of extra unpaid overtime that evening to finish it.
In the real world I always have the option to sacrifice pieces of personal time for the sake of meeting deadlines -- in a school exam, this real-world option is absent. So in that sense, an accomodation of an extra 25 minutes seems highly appropriate.
Sorry for going on at length about this, but I think it's important to break through some of the ignorance that surrounds disability accomodations. The idea is NEVER to get an unfair tactical advantage, but to remove unfair barriers to entering certain professions. It doesn't make sense for the criteria required to get into a certain position to vastly
exceed, or differ from, the most extreme situation a person is likely to encounter when they actually have the position.
If anyone at work thinks I'm not earning my paycheck or that somehow the fact that I had accomodations in college makes my degree invalid, they're welcome to tell me and even fire me, since they make the rules and they know what sort of skill sets they need. If that's the just thing to do, then that is what should happen, because nobody should be paying me if I cannot perform the essential requirements of the job.
June 15th, 2006 06:40 am (UTC)
Thanks for your reply.
I am a teacher myself (graduate teaching assistant). The questions in my mind when I have to formulate an exam: does it cover a good chunk of the material with escalating degrees of depth, to really test their knowledge? How do I maintain uniformity given the various thinking styles in the class? In the case of take-home exams, etc., how do I maintain control?
Given the sterile nature of an exam, it's not really a simulation of real life like a project or take-home exam might be. However, it
precise and controlled, which hopefully means some finer grain in dissecting a student's understanding, and some repeatability in the score. To the extent that no one real-life situation is that great a simulation of another, exams are just one more "real-life" instance that we can control easily.
So, accommodations can make sense: the point of the exam is to pick apart a student's learning. Things like time and other assistance, while they might diminish some secondary figure of merit in exam-based testing, are useful since they help in the exam's primary purpose and are not much of a hurdle in the real world.