The New York Times:
SAN FRANCISCO — The fifth graders in Jade Cooney’s classroom compete against a kitchen timer during lessons to see how long they can sustain good behavior — raising hands, disagreeing respectfully and looking one another in the eye — without losing time to insults or side conversations.
As reward for minutes without misconduct, they win prizes like 20 seconds to kick their feet up on their desks or to play rock-paper-scissors. And starting this year, their school and schools in eight other California districts will test students on how well they have learned the kind of skills like self-control and conscientiousness that the games aim to cultivate — ones that might be described as everything you should have learned in kindergarten but are still reading self-help books to master in middle age.
“I do not think we should be doing this; it is a bad idea,” said Angela Duckworth, the MacArthur fellow who has done more than anyone to popularize social-emotional learning, making “grit” — the title of her book to be released in May — a buzzword in schools.
The biggest concern about testing for social-emotional skills is that it typically relies on surveys asking students to evaluate recent behaviors or mind-sets, like how many days they remembered their homework, or if they consider themselves hard workers. This makes the testing highly susceptible to fakery and subjectivity. In their paper published in May, Dr. Duckworth and David Yeager argued that even if students do not fake their answers, the tests provide incentive for “superficial parroting” rather than real changes in mind-set.
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