schools, the quality of instruction is falling sharply. Teacher training needs a greatdeal of work and effort. Here, it is heartening to see the number of NGOs that arerushing to fill this gap but most of these efforts are still confined to urban areas, andespecially large metropolitan cities. We need high-quality instruction to produce high-quality students capable of playing active roles in a rapidly growing country.
Questions shouldn¶t be left unanswered, good thinking is necessary for growth, because good thinkinginvolves competition among possibilities, evidence, and values, it is almost always quantitative, in thesense of weighing things against each other. When we pit safety against price, we must ask how muchsafety for how much price, and how much we care about each. Sometimes it may help to make thequantitative aspects explicit. Open-mindedness would eventually lead to:
Search is sufficiently thorough for the question;2.
Search and inference are fair to all possibilities under consideration; and3.
Confidence is appropriate to the amount of search that has been done and the qualityof the inferences made.People often depart from good thinking by:1.
searching too little when the issue is important (or too much when it is unimportant);2.
searching and making inferences in a way that favours possibilities that are alreadystrong or that the thinker wishes were adopted;3.
having high confidence when this is not warranted by the search and inference thathave been done
eutral Assessment of
ssessment free from pre-conceived notion is needed for improvement
opportunities for the academic community to engage in self-reflection of its learning goals, todetermine the degree to which these goals correspond to student and societal needs, and toevaluate if students¶ activities, products, or performances coincide with the academiccommunity¶s expectations;
offers information to students about the knowledge, skills, and other attributes they canexpect to possess after successfully completing coursework and academic programs.
establishes ways for academic units to understand the dimensions of student learning whenseeking to improve student achievement and the educational process