acidemic testing vs martial school testing

[dvcochran]

So are you saying that students should be quiet? That they should say nothing? That is one of the worst things a student can do.

I forget, what post number did I say that in regards to?

 

[PhotonGuy]

So are you saying that students should be quiet? That they should say nothing? That is one of the worst things a student can do.

Post #59

 

[PhotonGuy]

I am going to refresh this thread by reposting much of what I said in post #47.

In post #47 I mentioned how it was it was pointed out, on this forum, that a main difference between an A and a belt in the martial arts such as black belt, aside from the A being applied to academics and the black belt being used martial arts, is that an A is a one time performance, its a mark of performance on a test a student takes. Lets say a student takes a math test and gets an A, that A is just for that one test and so it only measures the student's performance in that one test. A belt of rank such as a black belt, on the other hand, is a result of accumulated knowledge and skill over years of hard training, it is not based on a student's performance in one test the way an A is.

Therefore comparing a belt to a grade a student gets on one test is probably not the best comparison and a better comparison would be to compare a belt to the grade a student gets for an entire class. In academic school, at the end of the year you get a grade for each class based on your average performance in the class. All the tests and grades you got are averaged out for your overall grade. So instead of comparing a belt to an A that a student gets on a math test it would be better to compare it to the grade the student gets in his math class at the end of the year. A student who gets an A in a math class as an end of the year grade that measures their overall performance in the class would work better as an academic equivalent to a black belt than an A in just one test. So that's how they're similar.

 

[Dirty Dog]

 

[Bujingodai]

I find it ironic that a thread about academic was spelled wrong in the title.

Not intending on reading any of it.

 

[JowGaWolf]

I Knew it! I knew it.

 

[PhotonGuy]

Im reopening the thread.

 

[JowGaWolf]

Intervention time lol

 

[Xue Sheng]

Well all i can say is don’t look for any response or input from the OP

 

[Buka]

I always liked this thread.

 

[Haruhiko]

Ok
Lets discuss academic testing vs the testing of martial arts students. Should one or the other or both only be test when they are ready?
Should there be a standard for testing one or both?. If an academic student was not ready or never ready what should be done with that person and the same for the martial student?

So this has been covered pretty extensively in educational research literature. There are three main types of assessment:

Assessment of learning, assessment for learning, and assessment as learning.

There are also case-by-case approaches depending on the student.

I've noticed in TMA, most of the assessment is either FOR or AS learning; assessment for informing the teacher and student of the progress, and assessment as learning occurs, like corrections during a class, respectively. I believe this has naturally been the case because TMAs are usually appreciated as lifelong endeavours, where assessment OF learning primarily happens by the student in times of reflection.

Because martial arts aren't exactly as standardised as national academic departments or institutions, and for good reason, assessments are much harder to quantify. But good teachers follow one of the three regardless. To what extent, how and appropriately, is another discussion entirely.

 

[Gerry Seymour]

So this has been covered pretty extensively in educational research literature. There are three main types of assessment:

Assessment of learning, assessment for learning, and assessment as learning.

There are also case-by-case approaches depending on the student.

I've noticed in TMA, most of the assessment is either FOR or AS learning; assessment for informing the teacher and student of the progress, and assessment as learning occurs, like corrections during a class, respectively. I believe this has naturally been the case because TMAs are usually appreciated as lifelong endeavours, where assessment OF learning primarily happens by the student in times of reflection.

Because martial arts aren't exactly as standardised as national academic departments or institutions, and for good reason, assessments are much harder to quantify. But good teachers follow one of the three regardless. To what extent, how and appropriately, is another discussion entirely.

What is the distinction between “for learning” and “as learning”?