A TEACHER’S PERSPECTIVE ON STANDARIZED
TESTING
Dear Readers,
I have always been a keen advocate for Education Reform from the time I entered the classroom in 1970. I taught in Anne Arundel County, Maryland for 30 years and have seen many changes to improve the quality of education. To meet State Standards, teachers were required to attend several inservice days to increase their knowledge of effective teaching methods and be apprised of available materials and tools to enhance learning.
The state assessment test at the end of the school year would be used to measure an individual's academic achievement, identify learning problems, and/or identify a need for intervention.
It wasn’t until 1993 that pressure was put on educators, (school superintendents, principals, testing coordinators, and teachers) to succeed in high-stakes performance tests.
“Tests that are "high-stakes" are used to determine whether a student passes into the next grade, whether a teacher retains his or her job or receives a bonus, and whether a school receives penalties such as the removal of the principal or the teachers or more comprehensive changes to the school's approach. Tests that are "standardized" are those in which every student receives the same test across school, district, state, or nation. … The rise of high-stakes standardized testing has taken place over many years with the support of politicians from both major parties.”
Should politicians be dictating what kind of standardized test should be given? It is my opinion that most federal and state politicians have yet to improve the living and working conditions of the majority of the American people. That being said, what qualifications do they possess that would make them experts in the field of education?
True education was never meant to be a competition between educators, schools, or localities. Education should be a partnership between school and community. If we truly want the best for our children, then we must use our voices to demand authentic and lasting change. Everyone should be accountable for the successful education of present and future generations.
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Grandma Meg
Live simply.
Speak gently.
Love unconditionally.
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ReplyDeleteYes, Suzanne, I did.
DeleteI taught in an open space elementary school where teachers on each grade level worked in teams.
Our third grade team would meet at the end of the school year and discuss ability groupings with the second grade team and then, with the fourth grade team. The discussions were about the strengths and needs of individual students. The end of year standardized tests provided some of the information for placement.
Each teacher had three reading groups and one math group based on prior skill knowledge. Student outcomes would be posted daily and discussed briefly with each group. Also, learning strategies were taught to help students, rather than mere rote learning. At the end of the lesson, students would provide feedback and reteaching would take place as needed.
Our team used flexible groupings for students who were progressing at a more rapid pace and for students who needed remedial help. A reading specialist, teacher assistant(s), and parent volunteers were available for helping small groups or an individual child.
Students’ work folders were sent home weekly for parents to sign and on which to comment, if desired. A partnership was encourage between parents, children, and teachers.
Frequent checkpoints were integrated into the curriculum for assessment. Teachers used a combination of short answer quizzes, writing samples, and oral comprehension assessments, as well as the standardized test at year’s end.
Our teachers planned lessons that required time and much effort to help children reach their potential. But at the end of the day, we wanted to know that we had given our best.