ABSTRACT
When the quality of education is assessed through testing, contingencies divert effort and resources into preparing students to take tests. This chapter looks at other aspects of behavior – those involving curiosity, creativity, intrinsic motivation, and self-control. Tests cannot measure why students act in a particular way. Top-down control may help students pass tests, even when the controlling techniques are largely punitive. One failure does not doom a student to a poor or failing grade. Providing ways to make up lost points gives students a second chance. Small frequent successes also make it more rewarding to work than having to study frantically for a big test. Helping students score better on one test does not, of course, mean one has taught students to be creative. But creative actions adjust to the contingencies in the classroom. Tomorrow’s citizens need much more than skills measured by graduation tests. A healthy society requires individuals who are motivated, rational, productive, creative, and kind.
