When school administrators translate educational research

If the method itself is not sound, then the poor performance of the students may not be due to a flawed translation, since it could be because the method itself is bad. To get to the conclusion that the translation is bad, we have to assume all the others are not bad.

I'd go with (B) as well

Quoting the original stem: "When school administrators translate educational research into a standardized teaching program and mandate its use by teachers, students learn less and learn less well than they did before, even though the teachers are the same. The translation by the administrators of theory into prescribed practice must therefore be flawed."

Bare-bone paraphrasing: Students learn less through study material which results from the translation of research into std teaching prog. Therefore, the translation MUST be flawed.

The conclusion is that the translation must be flawed. Using the CPA (Conclusion-Premise-Assumption) approach, let us break this process down: We start off with

Educational research -> std teaching programs -> taught by teachers -> to students.

Now, the first conversion (from educational research to std teaching prog is flawed) and hence, the students end up learning less. Therefore, there is no loss of efficiency in the remaining steps (sorry to repeat this point, but just for the sake of clarification).

Examining our finding above, let us evaluate the options:

(A) - ruled out. Against our finding that there is no loss of efficiency from teacher -> student

(B) - Keep it: The educational research is sound; this implies that students are indeed learning less because of the loss of efficiency in the translation process

(C) - ruled out: We're not looking for recommendations to improve the process. We're looking for assumptions

(D) - ruled out: same argument as (A)

(E) - ruled out: completely irrelevant

Thus, by POE, we can zero in on (B), though it's still a pretty vague assumption. Nevertheless, we have to live with the lesser devil - that's the principle of the ETS.

Please put in your views - this is an interesting CR.

i think A.. cauz of the difference in the ability.. or am I thinking too much..!!!!!

OA is (B)
Good job guys

Here is my reasoning, hope it will do you good.

argument: (research --> teaching program)---> students learn less well

conclustion: the translation must be flawed.

If the conclustion is right, the premise must be that research itself is sound. Or one can argue that the unsoundness of the research makes the translation flawed.