testing? teaching? learning?

I unexpectedly met a new comer while meeting with JM. It’s nice to meet new students because most of them are young, energetic and full of curiosities. This new student seemed very confident by telling us his educational background-- which university he graduated from—it’s a very special arrogant attitude compare to the students here internationally. (This is, however, the other issue of human’s proud and prejudice.) JM told him my study is related to education. He was very excited and told us that he finished 教育學程 and had one year student teaching experience. That drew me more then…, although I don’t really know what教育學程 about! :P

However, then, he told us he is very good at “designing the test.” That sounded unclear, but interesting. I asked him what kind of test exactly. He explained that that is to test students’ ability for their abilities and learning results, the examination for it’s simply term. Too bad I told him that I am not interested in measuring students’ abilities and learning results by examination. “I am not interested in testing, either,” added by JM. Then I quickly switched the topic of our conversation because I didn’t want to embarrass him. While we were moving on, I was wondering what subject matters are taught in 教育學程, what kind of K-12 teachers are trained recently, and, most importantly, what teaching philosophies are developed throughtout these years.

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Without knowing the system of examinations/measurements has been developed in Taiwan, I looked up the updated SAT measurement and tried to get a glance in it:
(For college)
The SAT reasoning test
is a three-hour-and-45-minute test that measures critical reading, mathematical reasoning, and writing skills that students have developed over time and that they need to be successful in college.
The SAT Subject tests
are a battery of one-hour, mostly multiple-choice tests that measure how much students know about a particular academic subject and how well they can apply that knowledge.