Unknown examination dates

As I feel all of pro's rebuttals fell through or will be addressed in my final conclusions, I will not address them directly at this moment. For my conclusion, I would like to defend the erroneous notion that I dropped the aforementioned arguments, and then directly address pro's reasons as to why he thinks he has made a better argument. 1. The round one arguments I supposedly dropped were the ideas that unknown dates would reduce time spent on emphasizing the test, and that a reduced focus on testing was good. First, I feel as though I was very clear about my view of time. I may not have put it in a big, bold heading, but I discussed even in my first post how review and repetition were vital keys to learning, and how this is well known to cognitive psychologists. All that talk we had about spaced versus massed presentation dealt with this issue of time. On the second issue, my opponent's argument was once again addressed. While his heading argues for a reduced focus on testing, his argument below that heading is actually focused on the issue of data dumping, which we discussed to death all throughout our debate. In his last section under the reduced testing section, my opponent comes back to mention the issue of reduced testing, which had nothing to do with his previous paragraph's formulation of the argument, and stated that we weren't really here to talk about whether reduced testing was good or bad. His emphasis was that data dumping was bad, and this was a result of the emphasis on testing. The data dumping was what inflates the test scores and offends my opponent, not the "side issue" of a focus on testing. 2. I did say that pro's system would make it harder to cram. But, I also emphasized that this was a short term and shortsighted solution. Cramming would still work if students timed their studying just right. If the strategy of cramming still worked, flashing lights should go off telling you the problem isn't resolved. The tests haven't changed, and higher level, long term thinking isn't being tested. While I would concede to pro that his solution would most likely help reduce grade inflation as a result of cramming, the problem pro is trying to solve is not grade inflation in general. He is bothered by the lack of knowledge retention and tests actually reflecting long term, in-depth understanding. His solution doesn't even come close to addressing this, since the assessments aren't changed at all. Pro's proposal throws the idea of Bloom's Taxonomy and universally accepted knowledge of higher level assessments out the window for a quick fix on paper. But reducing grade inflation on paper doesn't increase intellectual retention. Pro does try to save his system by saying that his will promote spaced presentation. However, pro is missing two key points. First, as mentioned above, he's not changing the assessment. Any exams taken will still only measure basic knowledge that is not reflective of long term understanding. Secondly, if pro is advocating spaced learning, he seems to agree that review and practicing for tests is a good thing, as spaced learning is an integral aspect of higher level examinations, not rote memory exams like he is putting forth. Or maybe pro is assuming these kids are going to go home and study every day. If he goes to a school where kids do that, sign me up to teach there. 3. I may be a bit idealistic, but that's the point of everything we do. When a mechanic fixes a car, his ideal goal is for it to work, and he's going to use the means he needs to make it work. As an educator, we know what works. Spaced learning, higher level thinking, goal orientation, and diverse assessments are vital to meaningful learning. Is every teacher going to teach appropriately and in align with these standards? Of course not. But what happens in the rest of the world when people know what to do to fulfill their jobs, and don't do it? Theoretically, they either get better or get fired. Not all teachers will teach correctly, and not all teachers will get caught teaching poorly. Some will suck for thirty years, until they retire. But I find it preposterous for pro to argue that I'm right about my ideals, but they're too good to be true. Things will never change if you don't hold people to standards and work to fix things, which is evident in pro's very proposal. He does not advocate solving much of anything, but seeks to minimize the damage of a broken system he aims to perpetuate. In conclusion, changing the assessment to test higher level thinking is the only way to ensure that you're actually testing for long-term, meaningful knowledge. Pro's system doesn't test for the knowledge he desires. And where meaningful assessment exists, common themes of spaced presentation, known goals, and diversity are present. You just don't see that in the monochromatic assessments and teaching that revolve around current, multiple-choice, memory based assessments. Once again, I appreciate pro's desire to train youth so they have meaningful knowledge. I respectfully disagree with his solution, but I admire his vision.