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How to set reminders and update task and to-do lists with Siri

Complete guide to Siri commands for Reminders, tasks, and to-do lists

Siri was designed to help you get things done, and part of that job description is creating and updating your to-dos and lists of to-dos in the Reminders app of your iPhone 5, iPhone 4S, iPod touch 5, iPad 4, iPad 3, and iPad mini. If you need to be prodded to pick up milk on the way home, order that present in time for the big party, or set up that lunch meeting before the end of the day, Siri's there to help.

• How to create a time-based reminder with Siri
• How to create a location-based reminder with Siri
• How to create a Reminder in a specific List with Siri
• How to maintain a shopping list with Siri

(Unfortunately, you can't delete tasks or mark items as completed using Siri (at least not yet), so you still have to launch the Reminders app for that.)

How to create a time-based reminder with Siri

One of the easiest things to do with Siri is have it set up a quick Reminder. Siri is so quick, in fact, it's almost always faster to use Siri than to tap your way through the Reminders app to set them up manually.

1. Press and hold down the Home button to activate Siri.

2. Tell Siri what you want to be reminded about, and when. For example: "Remind me to call Leanna at 9pm."

3. Tap Confirm to set the reminder.

The Reminder will go into the default Reminders list. This is usually Reminders for iCloud users and Tasks for Exchange users, or whatever you set up as the default list in Settings.

If you made a mistake or simply want to revise something immediately, instead of confirming, you can also tell Siri to "change the time to", "change the title (of the appointment/event)", or simply "cancel" it entirely.

Tap the Reminders widget to quickly mark the Reminder as completed.

How to create a location-based reminder with Siri

Because your iOS device knows where you are, you can set up Reminders based on location as well. Again, it's much faster to do this with Siri than manually through the Reminders app.

1. Hold down the Home button to activate Siri.

2. Tell Siri what you want to be reminded about, and where. For example: "Remind me to pay my credit card bill when I get home" or "remind me to troll Rene when I get to work".

3. Tap Confirm to set the Reminder.

Just like with standard Reminders, the location Reminder will go into the default Reminders list. This is usually Reminders for iCloud users and Tasks for Exchange users, or whatever you set up as the default list in Settings.

If you made a mistake or simply want to revise something immediately, instead of confirming, you can also tell Siri to "change the time to", "change the title (of the appointment/event)", or simply "cancel" it entirely.

If you tap the Reminders widget, you can mark the Reminder as completed.

How to create a Reminder in a specific List with Siri

If you have multiple lists in Reminders, like a packing list, a party list, etc. you can tell Siri to create a to-do item specifically for one of those lists.

1. Press and hold down the Home button to activate Siri.

2. Tell Siri what you want to be reminded about, and in which List you want it to go. For example: "Add sun tan lotion to my packing list."

3. Tap Confirm to set the Reminder.

Now the Reminder will be placed in the List you specified.

If you forget to specify a list when you create your Reminder, you can still move it before you confirm the Reminder.

1. Press and hold down the Home button to activate Siri.

2. Tell Siri to create a reminder. (See above.)

3. When Siri asks for confirmations, immediately tell Siri which list you'd like the Reminder to be placed in. For example: "Move it to my iMore list."

4. Tap Confirm to set the Reminder.

The Reminder will then be placed in the List you specified.

How to maintain a shared shopping list with Siri and iCloud

Siri in conjunction with the default Reminders app is a great way to maintain shopping lists, and when combined with iCloud, shared shopping lists. You can have one general shopping list, or even specific shopping lists, like a grocery list.

Before you can use Siri to add items to a grocery or any other list, you first have to create them in the Reminders app, and set up the sharing in iCloud.

• How to create and organize lists in your Reminders app
• How to share a Reminders list using iCloud.com

Once you have the list setup, just add items to it like you would any list.

1. Hold down the Home button to activate Siri.

2. Tell Siri what you want to add and to which shopping list. For example: "Add cake to my shopping list."
3. Tap Confirm to set the Reminder.

Now anyone you share the list with can add items whenever you think of something, and all of you see them next time you're out shopping. When an item is taken care of and marked as done, everyone sees it marked as done as well.

How to get more help with Siri

If you still need help with setting up or using Siri with your iPhone Contacts, or any other Siri feature, head on over to our Siri Forum and ask away!

Source: http://feedproxy.google.com/~r/TheIphoneBlog/~3/y1TWGGYIlN4/story01.htm

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jomlusingh2563: ramgopall987456ramgopall987456: Hobby Lobby ...

Added: 6 hours ago
via: Android Market
Category: Lifestyle
By: Hobby Lobby...
Updated: November 15, 2012
????? 60 ratings
Requires Android 2.3.3 and up

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Source: http://appaggie.com/2012/11/18/hobby-lobby-stores/

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GM gets Siri-ous about voice-activated tech

7 hrs.

Paul A. Eisenstein , The Detroit Bureau

General Motors is getting Siri-ous about its voice-activated infotainment technology.? The maker plans to introduce the Apple iPhone?s popular voice-activated personal assistant technology on three of its Chevrolet models early next year.

The technology will allow a motorist to do many of the things already found in older, less advanced voice-controlled in-car technologies, such as playing music, switching radio stations or plugging in a destination. But Siri was designed to go even further, providing access to an iPhone contact, for example, or checking or adding appointments and even finding a local business, store or restaurant.

?Safe, easy, reliable and portable connectivity is a top priority for our customers and Siri complements MyLink?s existing capabilities to help deliver an incredible driving experience,? said Cristi Landy, Chevrolet?s small car marketing director, referring to the brand?s current infotainment technology.

The technology will be offered in the conventionally powered Chevrolet Sonic subcompact and Spark minicar, as well as the new 2014 Spark EV battery-electric vehicle.? It will connect to MyLink via those vehicles? Bluetooth technology. And GM will now place a special Siri activation button on the steering wheel, similar to the button many vehicles already have to activate conventional voice-controlled technologies.

The three models appeal to a typically youthful, tech-savvy audience and GM estimates as much as 90 percent of their buyers have smartphones already. But Siri could be integrated later into other models. The maker has also announced plans to add a next-generation version of the ChevyMyLink system to the upcoming remake of its big Impala.

Apple introduced Siri on the last version of its iPhone 4 series and it is standard on all new iPhone 5 models. The maker has also indicated its interest in working with manufacturers to get the feature integrated into vehicles by the addition of a dedicated ?Siri button,? but marketing manager Landy boasted that, ?Chevrolet has announced that Siri Eyes Free capability will be available in the Spark and Sonic well before the luxury brands

The Eyes Free mode will block still more complex activities that might prove to be a distraction, such as those that would require a motorist to look at the phone or the car?s video screen to take action.

Distracted driving has become a major concern among safety advocates, U.S. Department of Transportation Chief Ray LaHood recently estimating as much as 11 percent of all highway fatalities may be linked to roadway distractions such as texting. Proponents, however, insist that voice controlled technologies, such as Siri, can reduce distracted driving.

Other automakers, including Mercedes-Benz, Chrysler, Honda and Toyota are reportedly working with Apple to add Siri capability. Mercedes-Benz has already announced a voice-control feature it has described as iPhone-like, though it has not confirmed plans to add a Siri button.

Infotainment technology, especially those allowing voice control, have become all but essential for automakers hoping to appeal to buyers in the digital age.

?We have more people coming to Ford because they know we have better infotainment technology,? said Jim Farley, Ford Motor Co.?s global marketing director, during an interview with TheDetroitBureau.com.

Ford was one of the early pioneers of the technology with its Sync system which was developed through a partnership with Microsoft. But it has also discovered that infotainment systems can be both good news and bad.? The maker has taken sharp hits from consumers and critics alike for problems in operating its in-car technologies. Ford this week announced an updated version of its MyFordTouch system for the 2014 Fiesta minicar that should be easier to use.

A critical goal for makers is to simplify the operation of such technologies, with an emphasis on allowing motorists to use conventional speech rather than having to learn rigid command language that might require a series of steps to perform an otherwise simple process like pairing a smartphone.

Along with the Siri feature, the Chevy MyLink system is expanding its ability to integrate various smartphone apps to access a motorist?s choice of music, for example. And in another potential breakthrough, some Chevrolet models can link to the BringGo navi app. Based on a smartphone, it is available for just $50, a fraction of the cost for a typical in-car navigation system.

More from The Detroit Bureau

Source: http://www.nbcnews.com/business/gm-gets-siri-ous-about-voice-activated-technology-1C7284866

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How to overcome your fear of marriage - All4Women Relationship ...

With divorce rates being what they are and people living well into their 70s, 80s, and 90s, tying the knot might seem more intimidating than ever. However, by understanding what marriage entails and clarifying your expectations, you can overcome your nuptial-phobia and make an informed decision on whether or not to get married.

1.? Try to determine what exactly are your fears of marriage

Most people don't fear marriage itself but rather, its implications and its potential failure. What are you worried will change? What's the worst possible scenario that's paralysing your views on marriage?

2.? Address your fears of marriage

If your parents had a bad marriage, understand that every marriage is different. If you're worried about your marriage falling apart, make a list in your mind of what you can and will do to make the marriage work. Imagine all the scenarios that make you scared and then, imagine what you will do in that specific situation to make it better.

Consider that if you allow your fear of marriage to prevent you from settling down, you might be single for the rest of your life. Make sure that's a risk you're willing to take, and accept responsibility for.

3.? Re-evaluate your failed past relationships

It can also help to re-evaluate your failed relationships. How or where did they go wrong? Talk with your significant other about their past relationships and try to determine why those did not work out. Understanding what went wrong in the past can help you avoid the same issues this time around.

4.? Chat with those in a successful marriage

Ask anybody in a successful marriage to tell you their secrets, and discuss this with your partner. This is the perfect opportunity to exercise the communication skills that are essential for any healthy relationship to last. An understanding and helpful partner will also help you to overcome your fear of marriage.

5.? Decide whether you?ve chosen the right person

Decide whether the person you have chosen is the one with whom you want to spend the rest of your life. Or, have they chosen you and you're now being pressured into marriage?

It might not be marriage itself that you fear, but marriage to this person. It?s wise not to marry the person you know you can live with for the rest of your life ? rather marry the one whom you can't imagine living without.

6.? Accept that marriage has its ups and downs

Realise that you are not going to live in harmony every second of every day. If this is your expectation, you'll never settle down or get married because no one will ever be able to live up to that illusion.

Marriage is hard work and no marriage is perfect. Too many people get married with the idea that, should things start to get tough, they'll just file for divorce and start all over again. Be prepared for the bumps in the road, and don't be surprised when you come across them.

7.? Plan your future life together to overcome your fear of marriage

Sit down and sort out some things before you get married. Will you have children? If so, how many? Who will manage the money? Will both spouses work? How much will you save for retirement? Where will you live? Who gets which responsibility? What about religion issues? If the husband can still go out to bars with his buddies, can the wife still do the same?

These are the difficult yet practical questions to ask before you commit yourself to somebody for the rest of your life. It's better to foresee conflict and prevent it. If you have a healthy relationship, the questioning process will bring you closer.

8.? Do some introspection about sexual exclusivity

Many people have healthy and happy committed relationships which include clear agreements on sexual privacy without sexual exclusivity. Don?t let societal standards dictate what makes you and your mate happy. Many people are afraid of the prospect of lifelong sexual exclusivity.

Article provided by wikiHow, a wiki building the world's largest, highest quality how-to manual. Please edit this article and find author credits at the original wikiHow article on How to overcome your fear of marriage. Content on wikiHow can be shared under a Creative Commons License.

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Source: http://all4women.co.za/love-and-relationships/relationship-articles/how-to-overcome-your-fear-of-marriage.html

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'Twilight,' Bond, 'Lincoln' lead record weekend

FILE - In this Thursday, Nov. 15, 2012 file photo, from left, American actor Taylor Lautner, American actress Kristen Stewart and British actor Robert Pattinson pose during a photo call at the Spanish premiere of the film "The Twilight Saga: Breaking Dawn-Part 2" in Kinepolis Cinema in Madrid, Spain. Stewart, Pattinson and Lautner have walked their last ?Twilight? red carpet with the arrival of the finale ?The Twilight Saga: Breaking Dawn - Part 2,? and now must step into careers of their own using the superstardom the multi-billion-dollar franchise has provided them. ( AP Photo/Gabriel Pecot, File)

FILE - In this Thursday, Nov. 15, 2012 file photo, from left, American actor Taylor Lautner, American actress Kristen Stewart and British actor Robert Pattinson pose during a photo call at the Spanish premiere of the film "The Twilight Saga: Breaking Dawn-Part 2" in Kinepolis Cinema in Madrid, Spain. Stewart, Pattinson and Lautner have walked their last ?Twilight? red carpet with the arrival of the finale ?The Twilight Saga: Breaking Dawn - Part 2,? and now must step into careers of their own using the superstardom the multi-billion-dollar franchise has provided them. ( AP Photo/Gabriel Pecot, File)

FILE - This Oct. 22, 2012 file photo shows British actor Robert Pattinson, right, having his photo taken with fans upon arrival for an exclusive fan event for the final chapter of the Twilight Saga "Breaking Dawn Part 2" in Sydney, Australia. Thanksgiving newcomers have been unable to knock off the big three at the box office: Bella, Bond and Abe Lincoln. Kristen Stewart's finale as Bella Swan led the holiday weekend ticket sales. (AP Photo/Rob Griffith, File)

LOS ANGELES (AP) ? Bella Swan, James Bond and Abe Lincoln have combined to lift Hollywood to record Thanksgiving revenue at the box office.

Kristen Stewart's finale as Bella in "The Twilight Saga: Breaking Dawn ? Part 2" was No. 1 again with $64 million during the five-day holiday stretch that began Wednesday, according to studio estimates Sunday.

Daniel Craig's Bond adventure "Skyfall" came in at No. 2 with $51 million, while Daniel Day-Lewis and Steven Spielberg's Civil War saga "Lincoln" finished third with $34.1 million.

According to box-office tracker Hollywood.com, the three films paced Hollywood to an all-time Thanksgiving week best of about $290 million from Wednesday to Sunday.

That tops the previous record of $273 million over Thanksgiving in 2009, when "The Twilight Saga: New Moon" led the weekend.

This Thanksgiving also was a huge 25 percent jump from a year ago, when domestic revenues were a weak $232 million as some big holiday releases fizzled.

With a strong December lineup ahead, Hollywood has resumed its record revenue pace for the year after a brief box-office lull in late summer and early fall.

Domestic revenues for 2012 are at $9.75 billion, putting Hollywood potentially on track for its first $11 billion year, which would beat the 2009 record of $10.6 billion, said Hollywood.com analyst Paul Dergarabedian.

"We're barreling toward a record-breaking box-office year," Dergarabedian said. "It's built on the back of just a lot of really strong movies that have come out over the past few weekends. It bodes very well for the rest of the holidays."

The "Twilight" finale, "Skyfall" and "Lincoln" finished in the same top-three rankings for the second-straight weekend as new releases were unable to dislodge the holdovers.

Released by Lionsgate's Summit Entertainment banner, "Breaking Dawn ? Part 2," pulled in $43.1 million from Friday to Sunday, raising its domestic total to $227 million. The movie added $97.4 million overseas to bring its international total to $350.8 million and its worldwide take to $577.7 million.

Sony's "Skyfall" also topped $200 million domestically, ringing up $36 million for the three-day weekend to put its U.S. total at $221.7 million. With $41.3 million more overseas, "Skyfall" raised its international revenues to $568.4 million and its worldwide sales to $790.1 million.

"Lincoln," a DreamWorks film distributed by Disney, took in $25 million over the weekend to lift its domestic revenue to $62.2 million.

Leading the newcomers was Paramount and DreamWorks Animation's tale "Rise of the Guardians" at No. 4 with $24 million for the weekend and $32.6 million since opening Wednesday.

Based on William Joyce's "Guardians of Childhood" books, "Rise of the Guardians" gathers Santa Claus, the Easter Bunny, the Tooth Fairy and other mythical beings as a team of heroes battling an evil overlord.

Close behind at No. 5 was director Ang Lee's shipwreck saga "Life of Pi" at No. 5 with $22 million over the weekend. The 20th Century Fox release has taken in $30.2 million domestically since its Wednesday debut and added $17.5 million in four Asian markets.

"Life of Pi" was adapted from Yann Martel's best-selling novel about an Indian youth adrift on a lifeboat with a Bengal tiger. Many fans considered the introspective novel impossible to film, but Lee has charmed audiences and critics with an inspiring survival story told through dazzling 3-D images.

The weekend's other new wide release, a remake of the 1980s U.S.-invasion tale "Red Dawn," opened at No. 7 with $14.6 million, raising its total to $22 million since debuting Wednesday.

"Red Dawn" sat on the shelf for three years while studio backer MGM went through bankruptcy, with distributor FilmDistrict eventually picking it up for domestic release. The movie's cast includes Chris Hemsworth ("Thor") and Josh Hutcherson ("The Hunger Games") in a story of young guerrillas battling North Korean invaders.

In limited release, Fox Searchlight's "Hitchcock" opened solidly with about $300,000 in 17 theaters. The movie stars Anthony Hopkins as Alfred Hitchcock in a behind-the-scenes story of the making of "Psycho."

The weekend's overall strength came from a broad range of films that clicked with various audiences, from action and family fare to thoughtful drama.

"This is a marketplace that has something for everyone," said Chris Aronson, head of distribution for 20th Century Fox. "You have something deeper like 'Life of Pi,' yet you have a very successful sequel in 'Twilight' at the same time. Adult bio-drama, if you will, in 'Lincoln,' and you have Bond. That's the secret to a very successful and balanced marketplace."

Estimated ticket sales for Friday through Sunday at U.S. and Canadian theaters, according to Hollywood.com. Where available, latest international numbers are also included. Final domestic figures will be released Monday.

1. "The Twilight Saga: Breaking Dawn ? Part 2," $43.1 million ($97.4 million international).

2. "Skyfall," $36 million ($41.3 million international).

3. "Lincoln," $25 million.

4. "Rise of the Guardians," $24 million.

5. "Life of Pi," $22 million ($17.5 million international)

6. "Wreck-It Ralph," $16.8 million ($2.1 million international).

7. "Red Dawn," $14.6 million.

8. "Flight," $8.6 million.

9. "Silver Linings Playbook," $4.6 million.

10. "Argo," $3.9 million.

___

Online:

http://www.hollywood.com

http://www.rentrak.com

___

Universal and Focus are owned by NBC Universal, a unit of Comcast Corp.; Sony, Columbia, Sony Screen Gems and Sony Pictures Classics are units of Sony Corp.; Paramount is owned by Viacom Inc.; Disney, Pixar and Marvel are owned by The Walt Disney Co.; Miramax is owned by Filmyard Holdings LLC; 20th Century Fox and Fox Searchlight are owned by News Corp.; Warner Bros. and New Line are units of Time Warner Inc.; MGM is owned by a group of former creditors including Highland Capital, Anchorage Advisors and Carl Icahn; Lionsgate is owned by Lions Gate Entertainment Corp.; IFC is owned by AMC Networks Inc.; Rogue is owned by Relativity Media LLC.

Associated Press

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Statement Against High-Stakes Standardized Testing by ...

DEY?s Senior Adviser, Nancy Carlsson-Piage recently initiated a Statement against High- Stakes Testing? which is being signed by Massachusetts professors and researchers.? Below, read a ?call to action? letter aimed at all Massachusetts professors and researchers, explaining the why it is important and how to sign on.

Dear Professor,

There is a new sense of possibility for change in our outmoded high-stakes testing policies, thanks to a growing national movement of educators, parents and students. A National Resolution on High-Stakes Testing has gained more than 13,600 individual and 460 organizational signers. Thanks in large part to testing fiascos around the country, the mainstream press has started to take note and editorials have begun to question this approach to education ?reform.?

Inspired by recent statements by education professors in New York and Chicago, we have written a Massachusetts version of a statement against high-stakes testing that we hope would draw similarly large numbers of signers (New York?s has 1,160 ? http://www.nyclu.org/files/releases/testing_professor_letter.pdf; Chicago?s has 88 ? http://createchicago.blogspot.com/2012_02_01_archive.html; a new letter from Georgia professors has 38 ? http://www.empoweredga.org/Articles/greater-support.html).

We would greatly appreciate it if you would take the time to review this letter and consider endorsing it. If you are willing to sign this statement, please send an email to matestingstatement@gmail.com with the heading ?I Will Sign On? and your name and position in the body of the email. And if you do endorse it, will you help us reach additional signers? These could be colleagues at your college or at another college, in schools of education or in other departments.

Attached to this message is a copy of the statement with a list of the 32 original endorsers and four initiators.

Sincerely,

?Chris Buttimer, Ed.D. candidate, Harvard Graduate School of Education

Nancy Carlsson-Paige, Professor Emerita, Lesley University

Lisa Guisbond, FairTest and Citizens for Public Schools

Monty Neill, Executive Director, FairTest

Below?read the statement in its entirety:

Statement against High-Stakes Standardized Testing

by Massachusetts Professors and Researchers

There has been a ground swell of opposition to the overuse and misuse of standardized testing across the United States. This includes statements from more than 670 Texas school boards, nearly one-third of all New York State principals, and hundreds of organizations and thousands of individuals who have endorsed the National Resolution on High-Stakes Testing. Against this backdrop, two significant statements have come from groups of educators and researchers in Chicago, Georgia and New York.We applaud these actions and have come together in solidarity with their efforts.

We respectfully present this statement to the Massachusetts Commissioner of Education, the Secretary of Education and the Board of Elementary and Secondary Education (BESE) because you have it within your power to dramatically improve state assessment policies and thereby improve the learning opportunities and conditions for all of our students.? We also copy this to the Governor and key legislators, as they too have the power to enact positive changes.

As educators and researchers from across the Commonwealth of Massachusetts, we strongly oppose our state?s continued overreliance on high-stakes standardized testing to assess student achievement, evaluate teacher effectiveness, and determine school quality. Given that standardized tests provide only one indicator of student achievement, and that their high-stakes uses produce ever-increasing incentives to teach to the test, narrow the curriculum, or even to cheat, we call on the BESE to stop using standardized tests in high-stakes decisions affecting students, teachers, and schools.

Researchers have documented, and a nine-year study by the National Research Council (Hout & Elliott, 2011) has confirmed, that the past decade?s emphasis on testing has yielded little learning progress. Further, testing experts and the test-makers themselves have consistently warned against using standardized tests for high-stakes decisions such as graduation or retention, or to hire, fire, or reward teachers (AERA, 2000).? The tests provide only a snapshot of a limited range of knowledge and skills, so they can provide only limited information to teachers. Because the tests are not designed to determine teacher effectiveness, no accurate conclusions can be drawn about an individual teacher from her students? test scores. Research indicates that a teacher?s impact on student learning cannot be reliably isolated from the myriad other factors that impact student learning (Baker et al., 2009). Finally, test experts have shown that test scores can be raised without increasing true student learning (Koretz, 2008), and that the higher the stakes attached to a test, the less trustworthy the test scores are.? Cheating scandals in Atlanta, Washington, D.C., and dozens of other major cities dramatically illustrate this problem. Problems with the use of MCAS interact with other educational problems, such as continued funding inequities and the growth of poverty within the state (MassBudget, 2012). While MCAS may help identify the consequences of inequities, its high-stakes uses exacerbate these consequences. These MCAS problems include but are not limited to:

Disparate impact on students. Numerous studies document that the use of high-stakes testing ? including test barriers to high school graduation ? bears adverse impact on students and is accompanied by widening racial/ethnic and income-based gaps.? MCAS testing has not significantly reduced disparities in achievement or eliminated gaps, thus the negative consequences of the high-stakes tests fall disproportionately on the groups that most need help. In Massachusetts? low-income, urban districts, large numbers of students perform below proficiency on the MCAS. Twice as many urban as suburban public high school graduates fail college placement tests in math and English and must take noncredit, remedial classes (Massachusetts DESE, 2008). Results on the National Assessment of Educational Progress (NAEP) show a failure to achieve significant reduction in the achievement gap separating Massachusetts? white students from African-American and Latino students since 2003. The negative effects of our high-stakes testing environment are perhaps most pronounced for English Language Learners (ELLs) ? for whom the tests were not designed ? who cumulatively and consistently fail to achieve proficiency within the limited school time of a year and a day before they are required to take the exam in English. According to a 2011 Gaston Institute report, ?In high school, about 18% of [ELL] students were retained in grade, many of them several times and many of them in the ninth grade to avoid having them fail the tenth grade MCAS graduation requirement.? In Massachusetts, ELLs are, on average, nine times more likely to drop out of high school than their peers. The disparate impact of the graduation requirement on students with disabilities also is striking. For example, of the 2,798 students who did not pass all the required MCAS tests by the end of their senior year in 2011, 75% were students with disabilities. The fact remains that Massachusetts has placed the most severe accountability on the backs of its most disadvantaged students.

Negative impact on curriculum and instruction. Surveys of teachers in Massachusetts (Abrams et al., 2003; Clarke et al., 2003) and nationally (McMurrer, 2007; Moon et al., 2003; Hinde, 2003) show a marked increase in teaching to the test and narrowing the curriculum to tested subjects as a result of high-stakes testing. In addition, research compiled by the NRC and others shows this comes with a negative impact on school climate, often creating an environment of intimidation, fear, anxiety and stress for both teachers and their students, including kindergarten children (Hout & Elliott, 2011). Further, investigators of the Atlanta cheating scandal identified high-stakes testing as a cause of the problem (Georgia Bureau of Investigation, 2011). Under such conditions, it becomes difficult for teachers to create a learning environment that promotes creativity, critical thinking, risk-taking, experimentation and a love of learning. Moreover, as with other negative consequences, there is a disparate impact: teaching to the test, curricular narrowing and damaging school climates more frequently affect low income and minority students.

Negative impact on educators. High-stakes testing creates adverse consequences not only for students but also for educators. Researchers have challenged the validity, reliability, effectiveness, and ethics of using high-stakes test scores to evaluate educators. Further, as argued in an open letter to Mayor Rahm Emanuel by Chicagoland Researchers and Advocates for Transformative Education (CReATE, 2012), ?There is no evidence that evaluation systems that incorporate student test scores produce gains in student achievement? [and] Teachers will subtly but surely be incentivized to avoid students with health issues, students with disabilities, students who are English Language Learners, or students suffering from emotional issues. Research has shown that no model yet developed can adequately account for all of these ongoing factors.? Student growth measures are not capable of identifying with reasonable accuracy and consistency over time who is or is not an effective teacher. Already some highly effective teachers are leaving the profession. Further, Massachusetts? new system requires that ?measures of student learning? be developed as part of annually evaluating every teacher in every subject and grade. This could further inundate students with testing and test preparation.

Negative impact on schools. The problems discussed above harm many schools, as well as their students and teachers individually.? While federal law requires assessments, it does not require high-stakes standardized testing. There is nothing to prevent Massachusetts from using a very different assessment system, using multiple sorts of indicators gathered over time, as was proposed in the Education Reform Act of 1993.

Recommendations

Because of these and other problems with the high-stakes uses of standardized tests to evaluate students, teachers and schools, we call on the Board of Elementary and Secondary Education to:

• Work with educators, parents and the public to craft a new assessment system that will more fully assess the many competencies our children need to succeed in the 21^st century and that will avoid the current overreliance on standardized tests.
• Stop using MCAS test results as a barrier to high school graduation.
• Prohibit the use of test scores in educator evaluations and in decisions for hiring, firing, laying off or rewarding teachers.
• Focus teacher evaluations on the appropriate use of evidence-based teaching practices and a comprehensive set of indicators of classroom and school-based student learning rather than one-shot test scores.
• Stop using test scores to designate schools for punitive turnaround reform measures that mandate the firing of 50% or more of the staff.
• Focus turnaround reform efforts on school-wide, research-based approaches.

We know that reforming the current high-stakes testing system will take time and political capital, but we believe that it is not only possible but also imperative if we want to improve the lives of all children and ensure their future success. Given the recent unprecedented attention focused on problems with current testing practice, this is exactly the right time to transform recommendations into reality. Therefore, we make ourselves available to the BESE to assist in these efforts in whatever ways are necessary.

Massachusetts Professors and Researchers

Statement on High-Stakes Testing

Endorsers

1. Jorgelina Abbate-Vaughn, UMass Boston

2. Laura Baker, Assistant Professor, Westfield State University

3. Nancy Carlsson-Paige, Professor Emerita, Lesley University

4. Steve Cohen, Education Department, Tufts University

5. Eric DeMeulenaere, Ph.D., Clark University
6. Robin DiAngelo, Ph.D., Westfield State University

7.? R. Clarke Fowler, Coordinator of Early Childhood Education, Salem State University

8. Ken Haar, Associate Professor, Associate Vice President for Government Relations, Westfield State University

9. Vanessa?Holford Diana, Westfield State University

10. Chris Gallagher, Northeastern University

11. Lisa Guisbond, FairTest

12. Jim Horn, Professor, Cambridge College

13. Jonathan King, MIT

14. Trudy Knowles, Ed. D., Westfield State University

15. Louis Kruger, Northeastern University

16. Diane Levin, Wheelock College
17. Aviva Liebert, Ph.D., Framingham State University
18. George Madaus, Boisi Professor of Education and Public Policy Emeritus at Boston College

19. Robin Marion, Westfield State U.

20. James E. McDermott, Ed. D., Assistant Professor, Jacob Hiatt Center for Urban Education, Clark University

21. Terry Meier, Associate professor of education, Wheelock College
22. Edward Miller, Wellfleet, Mass.; teacher and writer; former editor,?Harvard Education Letter

23. Linda Nathan, Ex. Director, Center for Arts in Education, Boston Arts Academy, Founding Headmaster, Boston Arts Academy.

24. James Nehring, Associate Professor, Graduate School of Education, UMass/Lowell

25. Monty Neill, Ed.D., FairTest

26. Floriz Wilma Ortiz, Westfield State University

27. Leigh Patel, Boston College

28. Erika Pilver, Westfield State University

29. Ricardo D. Rosa ? University of Massachusetts ? Dartmouth / Department of Educational Leadership & Policy Studies

30. Dennis Shirley, Boston College Lynch School of Education
31. Elizabeth Stassinos PhD, Associate Professor of Anthropology, Westfield State University

32. Amanda Walker Johnson, UMass-Amherst

Initiators

Chris Buttimer, Ph.D. candidate, Harvard Graduate School of Education

Nancy Carlsson-Paige, Professor Emerita, Lesley University

Lisa Guisbond, FairTest and Citizens for Public Schools

Monty Neill, Executive Director, FairTest

References

AERA, 2000. AERA Position Statement on High-Stakes Testing in Pre-K ? 12 Education. http://www.aera.net/AboutAERA/AERARulesPolicies/AERAPolicyStatements/PositionStatementonHighStakesTesting/tabid/11083/Default.aspx

Abrams, L.M., Pedulla, J.J., & Madaus, G.F. 2003. Views from the classroom: Teachers? opinions of statewide testing programs.?Theory into Practice 42(1), 18-29.

Baker, E. et al. 2009. ?Problems with the Use of Student Test Scores to Evaluate Teachers,? Economic Policy Institute Briefing Paper. Available at http://epi.3cdn.net/b9667271ee6c154195_t9m6iij8k.pdf

Clarke et al. 2003. Perceived Effects of State-Mandated Testing Programs on Teaching and Learning: Findings from Interviews with Educators in Low-, Medium-, and High-Stakes States. Boston: NBETTP. Available at http://www.bc.edu/research/nbetpp/reports.html

CReATE, 2012. ?Misconceptions and Realities about Teacher and Principal Evaluation.? Available at http://createchicago.blogspot.com/2012/03/misconceptions-and-realities-about.html

Uriarte, M., et al. (2011, November). Improving educational outcomes of English Language Learners in schools and programs in Boston Public Schools. Boston, MA: Mauricio Gast?n Institute. Available at: http://www.ccebos.org/ell_Uriarte_et_al_2011_Executive_Summary.pdf

Georgia Bureau of Investigation (GBI). 2011. Special Investigation into CRCT Cheating at APS. Available at http://www.atlanta.k12.ga.us/cms/lib/GA01000924/Centricity/Domain/44/APS_CRCT_-_vol3_-_28455206.pdf

Hinde, E. R. 2003, May 27. The tyranny of the test: Elementary teachers? conceptualizations of the effects of state standards and mandated tests on their practice. Current Issues in Education [On-line], 6(10). Available at http://cie.ed.asu.edu/volume6/number10/

Hout, M. and Elliott, S.W. Editors. 2011. Incentives and Test-Based Accountability in Education (Washington, D.C.: National Academies Press), 30. Available at? http://www.nap.edu/catalog.php?record_id=12521.

Koretz, D. M. (2008). Measuring up: What educational testing really tells us. Cambridge, MA: Harvard University Press.

Massachusetts Budget and Policy Center. 2011. ?2010 Poverty Rate Increases in Both Massachusetts and Across the Country.? http://www.massbudget.org/report_window.php?loc=PovertyFacts_9.22.11.html

Massachusetts Department of Elementary and Secondary Education, 2008.

Massachusetts School-to-College Report High School Class of 2005. Available at www.doe.mass.edu/research/reports/0208bhe.pdf

McMurrer, J. 2007. Choices, changes, and challenges: Curriculum and instruction in the NCLB era. Washington, DC: Center on Education Policy.

Moon, T. R., Callahan, C. M., & Tomlinson, C. A. 2003, April 28. Effects of state testing programs on elementary schools with high concentrations of student poverty-good news or bad news? Current Issues in Education, 6(8). Available at? http://cie.ed.asu.edu/volume6/number8/

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