Lincoln Douglas debate, topic will be standardized exit exams (September/October topic)

======= Definitions ======= Ought: makes an action dutiful or morally obligatory http://www.google.com... ======== Introduction ======== I advocate a portfolio-based exit exam system as a requirement to graduate, where each teacher submits a sample of each student's work (in a portfolio) for assessment by a state-wide board of evaluation. The portfolio contains material from areas across the curriculum to evaluate all aspects of student performance. Further information can be found here:http://www.unc.edu... or simply by using Google (search 'portfolio', 'grading', 'education', etc.) Implementing such a system negates the resolution because it constitutes a standardized exit exam. 1. The portfolio system 'evaluates by comparing with a standard' as each assignment in the portfolio is compared to strict rubrics and criteria for grading as writing essays on the SAT are currently, thus it is standardized. 2. The portfolio system is an 'act or process of testing pupils,' thus it is an exam. ====== Rebuttal ====== I agree to the value of Individuality. I fail to understand how he comes to conclude that his criterion somehow improves individuality. It seems to me that my opponent concludes that it is impossible to hold humans to standards. 1. Accepting such a conclusion would cause anarchy in society. We could no longer have rules or laws as this holds everybody to the same standard, thus denying individuality. Punishments would be flippant and arbitrary as they would be doled out on an individual basis. 2. This is a conclusion that society empirically rejects. We always desire to be treated fairly and assessed equally. It only takes the common sense of a child to realise this. If I gave 2 pieces of candy to one of my sisters and 3 to the other, I can guarantee that one of them would become more than somewhat jealous at being jilted and treated unfairly. I can also guarantee that she wouldn't take "you're both individuals. If I treated you the same it would disrespect your individuality" as an answer. 3. Such a conclusion is logically contradictory. My opponent can't simultaneously claim that we should assess all students in their own way and then say that it should be obligatory that they not be assessed by method X. If anything, by his criterion the resolution can't possibly be affirmed, because the only way for his value of individuality to be met is to allow students the ability to be assessed using these exit exams. Affirming the resolution and denying students the ability to be assessed a certain way would deny their individuality and their ability to be graded in whatever way is appropriate. --- On his Contention 1, He cites Louis Volante. For all I know, he's the creepy dude that lives down the street from me and stares at me whenever I walk by his house. Who is he? What are his qualifications? Why does his opinion matter? I might as well cite John Doe as having said: 95% of students who don't take standardized exams have a deep feeling of regret at some point later in life. They commit suicides at 5 times the rate of those who took standardized exams and, on average, earn $5,800 less anually. Subpoint A: "Teachers need to teach in order for students to learn." I live in a state with standardized exit exams. You might not believe this, but... my teachers still teach. Subpoint B: "standardized tests detract from a teacher's ability to promote individuality and allow students to succeed" a. The entirety of PRO's argument is a quote from my neighbor, Louis Volante. It says nothing about individuality. b. I see no reason why the skills that Volante talks about can be tested any better by PRO's system than a portfolio one. Subpoint C: "standardized tests have a negative effect on students" a. My opponent's citation is "(Sacks, 2000)." I think citing "Sacks" without giving his credentials is pretty ballsy. b. Class time need not be devoted to drills. Portfolios are a sample of work already present in current curricula. c. PRO keeps asserting that SEEs only test certain areas. We can take samples of work from a variety of classes to fix this. --- On his Contention 2, "Graduation shouldn't be measured by one point in time rather by a collection of grades and experiences" This is exactly what I advocate. ====== My Case ====== Value: Individuality Criterion: Assessing education relative to society as a whole This is a necessary requirement of expressing our individuality. It allows intraspection and a greater understanding of our own individuality. We must be able to see how our traits compare to those of others in society in order to realize how we are unique. Getting a grade of B+ means nothing to me if it is graded on in 'individual' basis. We realize whether these scores are good or bad by comparing ourselves to our peers. "I got a B+, but most of the class aced the test. I need to study harder!" or "I got a B+, whereas most students flunked it. I'm excelling in this!" When our grades are uniquely 'individual' they are also meaningless. A grade of B+ means nothing if I have nothing to compare it to. Maintaining a standard with which we can compare ourselves to others is the only way to allow for individuality because it is the only way to allow students to garner a deeper understanding of themselves, their unique strengths and weaknesses that make them an individual. Thus, I contend that a portfolio-based system of education allows students to compare their scores to their peers. This is intrinsic in the very nature of the portfolio system. As opposed to have individual, teacher assessments, having a portfolio system allows students to be graded by a state-wide rubric for achievement, giving them a score which is comparable to those of other students across the state. This gives students feedback on their education and stimulates individuality in a way that the hollow, meaningless scores of 'individual assessment' does not. It allows students to compare themselves to others, to realize their strengths and weaknesses, and thus to gain a better conception of themselves, their individuality, by comparing them to society as a whole.