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“Don’t know much about history” correctly questions the inferences about teaching effectiveness drawn from the social science and history test now in use in Illinois. But the best evidence will not come from a paper-and-pencil test, no matter how many times it is rethought and rewritten. Instead it will be derived from performance assessment. Observing teacher candidates in action before a classroom provides the most authentic way of determining the likelihood of success. Because so much of good teaching is an art, rather than a science, it makes sense to allow applicants to audition for the role.
