Tag Archives: critique of standardized testing

To Test Or Not To Test

10403565_10206420767142233_2078250095901103053_n

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.

Leave a comment

Filed under Education, Parenting, Teaching

#77: What I’m Doing While My Students Are Taking Standardized Tests

120509_FUTURE_writing.jpg.CROP.rectangle3-large

I’m writing poetry, of course.
Early in the semester, I’ve got no
grading to do and I’m unusually
planned for the upcoming unit.
My students are taking a standardized
writing test for which they choose
one dumb prompt from four dumb
prompts in each of the four and only
four dumb categories of writing that exist
in the world: expository, persuasive,
narrative non-fiction, and imaginative.
They cannot write poetry.
So I am writing it for them.
But these are poems about teaching.
And this poem here is a poem about writing
and the teaching of writing and the
testing of the teaching of writing.
An argument could be made that
of all types of standardized tests,
that this one, because kids actually
have an opportunity to show how
they think and how they write, at
least is authentic. But I’m not sure
that it is authentic—in fact, I’m rather
convinced that it is not.  Disconnected
from any course content, it’s an
assessment that reduces learning
and art down to a set of supposedly
quantitative and objective skills.
And it’s high stakes.  A kid’s
graduation almost entirely depends
upon it.  And these are my biggest
gripes about the test—its do or die
ethic, its uniformity, its rigidness,
its total disregard for divergent ways
of learning and knowing, its
displacement of curriculum, its
dissimilarity to any actual writing
that’s done by real writers.  The
only thing I like about the standardized
test is that it affords me time to think
and write poetry about how I don’t like
standardized tests.

Leave a comment

Filed under Education, Poetry, Teaching, Writing and Reading