Tag Archives: Against Standardized Testing

To Test Or Not To Test

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The powers that be, the federal government, the state government, school district superintendents, local school boards and administrators tell us that our students must be tested.  Why must they be tested?  They tell us our students must be tested so that data in the form of scores and percentages can be published, so that schools can be ranked and rated, so that students can be ranked and rated, and ultimately, so that the community knows how our schools are doing. Without tests, how could anyone ever know how our schools are doing?  We certainly can’t trust schools to monitor themselves or teachers to monitor themselves, can we? We can’t trust families and parents to make meaningful judgments about how their own schools are doing and how their young people are doing within them.  I mean, we can’t expect people to actually visit schools and look inside to see what’s happening there, can we? So we must test.

How should I test thee? Let me count the tests. This year in the school house where I have taught now for 27 years, our freshmen have to take the short STAR Reader test three times in their 9th grade, giving up about an hour and a half of instruction. Our sophomores have to sit for the PSAT, which takes the entire student body out of classes for a whole school day.  Our juniors have to sit for three new (and completely mysterious) standardized tests in Reading, Writing, and Math, all three of which take two full 87 minute class periods, but aren’t timed, which means they could take longer, in total, perhaps as many as 9 class periods. Our IB students as seniors take a variety of tests in the spring, taking them out of classes sometimes for as much as a full week.  Too much testing? I wish our parents in Milwaukie were as pro-active as these in the other Milwaukee, or even in my neighboring Portland School District, where parents are actively seeking to opt their students out of any mandatory standardized test taking.

I admire this movement tremendously. As far as I know, there is not a hint of it in my school district. No parents have opted their kids out of testing. I’m guessing that, if parents have developed any kind of antipathy towards these tests, they don’t know that it’s even in the realm of possibility to excuse their kids from taking them.  It seems to me like this should be an essential right, as the parents in our community, as taxpayers and as the primary customers of public education, should have some say in what’s happening there. But let’s take a look at some of the issues involved:

Why would parents want to opt their children out? Here’s a short list: Standardized tests take time away from classroom teaching and learning. The tests are disconnected from classroom curriculum. The content of the tests is not known to teachers beforehand, and even if it was, teachers and parents alike are suspect of schools becoming test preparation factories. These tests are designed by corporations for a profit, corporations that are far outside the realm of the day-to-day workings of the classroom and the communities in which those classrooms operate.  Someone’s making a boatload of money in this time of budget crisis and school funding shortages. Very few if any classroom teachers have an active role in the content or structure of these tests. The tests are inherently unfair, are often culturally biased and favor students from high socio-economic backgrounds.  The tests are high stakes, sometimes graduation itself depends on it. They stress out children.  They stress teachers out. In the case of the new Smarter Balanced tests being piloted here in Oregon for the first time ever, the tests are dependent on computer technology at a level far beyond what our schools are equipped to provide.  In my school, during those few weeks of the testing window, ALL of our technology will be tied up for those tests and completely unavailable for any other classroom use. Additionally, the interface of the test, the way students navigate and work their way through, is unwieldy and confusing. It gave many teachers who attempted a sample test a headache, figuratively and literally speaking.  Many teachers attempting to take the test were so frustrated with the interface that they could not, or would not complete the test.  Finally, and perhaps most importantly, high stakes standardized tests take the humanity and compassion completely out of the educational experience and process: they treat students like widgets, they make the ridiculous assumption that all students can be ready for the same kind of work  at the same time, they absolutely and dangerously ignore the science of developmental psychology and best practice educational pedagogy.  That list turned out not to be so short after all.  It’s actually kind of a long list.

Provided they were just not ignorant of the above, or trusting of the system, or proponents of standardized testing–provided that they did feel this kind of distrust of these tests, why would parents continue to allow their kids to take them? My guess? They are afraid. They are afraid of having their kid singled out in any way, perhaps afraid of people misconstruing an ethical and philosophical choice as insecurity about their child’s ability or skills. They are afraid, if indeed the stakes are high, what kind of negative ripple effect refusing to allow their kid to be tested might have on their child’s future. Or they may be so confident in their child’s propensity to do well on these kinds of assessments that they just allow it to slide. Why not? What harm could it do, if the kid is a natural born test taker, to spend some time testing and raising the stats of their school? And, if the kid’s not taking a test while all the other kids are taking a test, what will he or she do with all that time? This last thing is only a question of logistics and will, the logistics to facilitate an alternative, more educationally sound experience, and the will to put it into motion, whether it be in the schoolhouse or at home.

What Would Michael Jarmer Do? Ay, there’s the rub. I have all of the above concerns. Now that I am a father of a nine year old, I will soon have an opportunity to put my money where my mouth is. I wonder, even, if my child has already taken a standardized test and I did not know about it?! At any rate, when the time comes, or comes again, can I do it?  Will I excuse my kid from taking standardized tests?  And what will be the fallout? Is there such a thing as a good test, and might the test be better, more useful or meaningful by the time my young man is of testing age? For example, even though I mentioned it in my testing catalog above, I have little or no problem with the tests my IB students take as seniors–for a couple of reasons.  One, I think these tests are about as authentic as a test can be and I feel that they actually attempt to measure what I’ve been teaching.  Two, seniors are big kids, they can handle it, and perhaps most importantly, they’ve chosen to take it. I can’t say that about any other standardized test I am familiar with, especially this Smarter Balanced assessment. So check back with me in a while.  I’ll have to find out when my son’s first experience with a standardized test is scheduled–and then steal myself to make the right call. To test or not to test, that is the question.

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Why I Am Totally Bugged By This Video

http://www.upworthy.com/student-freaks-out-in-front-of-his-class-and-says-what-were-all-thinking-about-our-education-system-3

The video making the rounds Thursday on facebook was of a young man who stands up in the middle of his classroom and goes on a little tirade against his teacher, accusing her, essentially, of malpractice, of making no effort to teach, of handing the kids packet after packet, worksheet after worksheet.  He implores her to actually teach, to give up the busy-work in favor of something that will really reach her students, something that will “touch their frickin’ hearts”–I think those are his words.  Meanwhile, his teacher is heard (and seen very briefly sitting behind her desk) repeatedly asking him to leave the room and telling him that he is wasting her time.  When he has had his say, finally, he does leave. There seems to be very little reaction, in support or no, from his classmates.  One girl sitting by the door where he makes his final exit appears not to even acknowledge what is happening. The video ends before any reaction from the class as a whole can be recorded.  Some words are spoken right before the video ends that are difficult to make out.

I have several issues with this video–not with the video itself, but with the way it is being used on the internet in social network forums to say “something about the state of our educational system.”  This video actually says very little about the state of our system.  What does it actually speak about?  Well, for starters, because the video gives us absolutely no context for the rant, it mostly tells us about how this particular kid feels about this particular classroom.  That’s mostly it.  And maybe it tells us how this particular teacher handles such a disruption: not very well, poorly, in fact.  To draw blanket conclusions about schools in our nation based on this one and a half minute worth of angry student rant is blatant misrepresentation and tom-foolery. It’s not a serious criticism of what it (or the person sharing it on the web) purports to be criticizing.

First of all, the video cannot validate the kid’s criticism of his teacher.  It provides no evidence that she is guilty of that which he accuses her. Now, if what this kid says is true, that this is a classroom in which students are handed packet after packet for mostly seat work independent of any real instruction, coaching, or interaction, then his rant and his sense of outrage is totally understandable and his behavior justified and admirable.  But again, this is an indictment then of the teacher in this classroom and of the administration that hired her and then allowed her to keep teaching. It’s an indictment of absolutely nothing else.

The publisher of the video, a website that I find often to be inspiring and thoughtful, http://www.upworthy.com, posts this puzzling commentary from contributer Adam Mordecai after the video clip:  “This was not an indictment of his teacher; to me, this was an indictment of the entire teach-to-the-test standardization that has been forced on our teachers and has broken our country’s education system.” Well, amen to that anti-standardization sentiment–but I don’t know, in my personal experience as a high school English teacher for the last 24 years, a single teacher who has bastardized his or her teaching wisdom to this extent because he or she has been forced to “teach-to-the-test.” Additionally, this short video gives us NO indication that these poor classroom practices have anything whatsoever to do with standardized tests and curriculum.  And the dangerous implication is that the standardized movement has somehow reduced all of our classrooms to this kind of practice.  It’s fundamentally untrue.

The standardized testing movement has not forced teachers to engage in poor classroom practices. It has simply stolen class time away from both teachers and students.  Kids and their teachers are giving up  the benefits of maybe two weeks of instruction or classroom experience in a testing year in their English classes alone.  And when students don’t pass the reading test, for example, they’re asked to take it again, and again, and again, which pulls them out of the classroom for another week of class time for each retest when they could be in a classroom learning about and practicing the skills the reading test is purportedly measuring!

Good teachers, despite the pressures to raise test scores on standardized tests, will continue to do their best work to engage and challenge students.  Bad teachers, as they have and always will do if given the freedom to do so, will provide students with packets and worksheets and seat work.  Don’t allow video clips like this one to make you believe, first of all, that the kid, no matter how articulate he is (not extremely in this case), is always in the right, but secondly, and more importantly, that this is in any way indicative of the whole.

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#18: Let’s Pretend The Schoolhouse Is Broken

old-school-house-1_235578Let’s Pretend The Schoolhouse Is Broken

I know! I have an idea:
Let’s pretend the schoolhouse is broken
even though we know it’s not
so that a tiny number of thinkers and bureaucrats,
of which I am one,
can invent and impose new rigorous standards
on educators and students (because certainly
those educators and students can’t possibly
know for themselves what’s good for them)
and after we’ve imposed these rigorous standards,
let’s hire for top dollar some corporation to design
a whole bunch of lessons and a whole bunch of tests
for educators and students (because, obviously,
it is as plain as the nose on your face,
educators cannot be expected to create
their own lessons, or god forbid, write their own
assessments). What chaos would it be
if the individuals who spend 180 days a year
with our young people, who kind of know them
and who appear often to care deeply for their welfare
were actually planning lessons and trying to measure learning
with all of that subjective, touchy-feely, caring and sharing
crap in the way? Pure chaos!
No, what our students need is the cold, calculating, objective
and for-profit touch of drill and skill and standardized
testing over and over and over again.
Yes, they will resent it and hate it
and their teachers will resent it and hate it
and because no one who is hateful or resentful
can do an effective job at anything,
public education will explode under the pressure
so that we can do what we really wanted to do
and that is to create a bunch of charters
and private schools for the families
who can afford them so they’ll get a good education
for their kids and we’ll get rich
and everybody else and public schools can just go to hell
along with the democracy they help to promote.

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