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Sunday, September 15, 2013
Greg wonders if we are getting the whole picture
In this week's reading, Tomlinson and McTighe compare standardized testing to a snapshot of a student's learning and achievement rather than the complete photo album. Today, we see with the core standard initiative that more focus is being placed on standardized testing than ever before. Do you agree with the authors that this is merely a snapshot of our students' abilities? On the other hand, do you feel that this increased emphasis on standardized testing is a step in the right direction for our nation's future educational success? Are standardized tests an accurate or inaccurate representation of student knowledge? Will this movement toward a common core curriculum do more harm than good for our students? What are your thoughts? I look forward to hearing your thoughts, especially with regard to the "snapshot" allegation.
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This is a good question.....one that I had also highlighted in the book because it really summarizes the question of "what are we actually looking for when analyzing a student's progress?" I fall on both sides of the issue here. In fairness to the educational system, when students go onto college or another endeavor behind primary school, there will be some sort of test they will need to pass if they are to become doctors, teachers, attorneys, etc. Those who are not good at testing will ultimately fall short in some areas. However, I also believe on the flip side of the coin, that for most learners, this is indeed only a "snapshot" of a student's true abilities. A lot of students are not good standardized test takers (I was one). But, I could perform admirably on projects, oral presentations, papers, etc. We need to focus on the entire student's ability level. Unfortunately, a one-size-fits-all approach doesn't accomplish those ends. I do believe that standardized tests are good measuring sticks to determine if students are getting the main content that their teachers are putting forth to them. However, just like a teacher should be giving multiple and varying forms of assessment, so should all levels of testing feature this for primary and secondary students or we may never unearth their true talents.
ReplyDeleteGreg, this is a great question because I think teachers are troubled with this situation almost every day at work. Luckily I teach kindergarten and I do not have to worry about these standardized tests for my students because if I did I would be much more nervous than I already am sometimes. Teachers are always told to “not teach to the test” but in most situations teachers tend to feel like they are being forced to teach to the test because society and the department of education has placed so much pressure on teachers and test scores. First and foremost, I certainly do believe a standardized test is just a “snapshot” of what the student is capable of. I know, myself whenever I would take my test every year
Delete( at the time it was CAT then Terra Nova) I would break out in hives because I was so nervous. My mom used to have to smooth talk me before the test every year. Something about them worried me, as they do to many children. Now, was that the best way to judge me based on one test?? No, this is why I believe these tests are just a snapshot and not the whole photo album because you are not giving the child a chance.
If you know a child has a special need, why test them to the point that will cause them anxiety? Because I’ve seen this happen all the time. When I used to be an assistant at the middle school, I used to help proctor exams sometimes and I would notice that the children are nervous, shaky, full of questions or didn’t ask enough questions. The special ed students have to take these tests also and I could see how nervous they were taking them that entire week. So many other things come into play, depending on their social economic background as well. Let me explain, you may have a student that did not eat breakfast and may need energy to take their tests, but their lifestyle at home is not the best. Well now, they are being tested on an empty stomach, already nervous and they score poorly. But they may otherwise be a student that is proficient during the school year. However, now that they scored lower than they should have, the teacher is questioned.
Now, I know plenty of teachers that have a NJASK question on the board and this serves as their “Do Now” and I think this is fantastic because at least the kids will not be surprised once they are tested and this gives them a perk against the other students because they know what to expect. I do believe in a way, we should stress how important these standardized tests are to the students but they should not be everything. The student as a whole should be looked at. How they perform on assessments, how they collaborate with their peers, the homework they complete on their own, center work, and so much more. They are a semi accurate reading of a student’s knowledge because you are only testing them about their knowledge of an area. But when they are in class and actually learning they are applying what they know to something you are doing in the classroom. So, this has much more of a positive outcome for their future. For example, anyone can memorize a poem. But, it’s up to that person to explain what it means, elaborate their own ideas. These standardized tests are absolutely good in the aspect that they are testing students on whatever content is covered in that grade level. So, for example if you’re in 3rd grade, every student should know x, y, and z (hypothetically) This teacher should be testing the students all year in various methods not just this standarlized tests. There should be other ways they can be graded such as projects, presentations maybe, reports, etc. There scores should not be just based on this.
If this continues, children would be afraid to express themselves and this is the last thing you want. If this takes place, children will begin to shut down and this will only ruin the school experience. Many precautions like this one should change in order for teachers themselves to be more effective and not so worried about this “test”. We need time to actually teach them, instead of all the paperwork we do in school.
I response to these questions, Yes I agree that it is only a "snapshot" of the students abilities. According to the readings, if a student doesn't do well on one test that does not mean that demonstrates his/her abilities as a whole. There needs to be several different assessments in order to accurately judge students. Also, I believe there needs to be a longer period of time to assess the students. This hopefully allows the teacher to identify the problem more clearly.
ReplyDeleteNo, I don’t think that testing is going in the right direction because I feel it makes many students paranoid about taking a test. Many teachers have to "test prep" for several weeks before therefore, I think it stresses the students out before the test even starts. Many teachers "drill" the students on what to know for the test also. I do not think standardized tests represent students knowledge accurately because, like myself, students could "tense up" and forget things in order to do well on these tests.
I think the common core curriculum will be good for the students because it challenges the students to learn more in depth about certain topics. Like I said before, it is better for the students to learn in depth about fewer topics than quickly learn many topics. Also, this will prepare students to be more successful later in life with their careers.
One final idea that comes to thought is that if testing is so important, then why does it take teachers so long to get the results back on their students scores? This does not allow the teacher to have feedback about his/her teaching techniques in preparation for the next year? This should change in order for teachers to be more effective.
I agree with the authors and the other students in my class, test taking is merely a snapshot of what students are capable of doing and their knowledge on a topic. Teachers are learning to assess children in various ways such as presentations, written papers, projects, etc. because children learn in different ways. To purely grade a student on how they do on a test doesn’t show their progress and how deeply they understand the material. I understand that tests are something the students will have to take throughout their years of schooling but to determine or assess a student on solely their test scores doesn’t do any justice to the students. Like Mike and Jennifer both stated some students just don’t test well and that’s all there is to it. Does that mean they don’t understand a topic or can’t apply it is other ways? No. I believe in order to assess a student correctly it is only fair to assess their whole “photo album” and not just their “snapshot.” A snapshot can only tell so much and it is asking for specific answers, which is either right or wrong. When a student is given an opportunity to research, create, apply, or explain what they have learned it gives so much more insight about what they grasped from the learning, and if they can develop a deeper understanding. To add to what Jennifer says about the feedback on tests and the scores, another question comes to mind, after the tests are graded and handed back how many teachers really go over what the children got incorrect? Most of the time when the tests are graded and handed back to students, the class has already moved on to something new. Unless feedback and going over the tests with the children will be done with each test I feel as though we need to assess the students on more than just their scores from a test.
ReplyDeleteAccording to the reading for this week, if a student does not do well on a test it does not demonstrate their abilities as a whole. There should be many different assessments and differentiated assessments that can measure where a student is at academically. I do agree that it is only a "snapshot" of the students’ abilities and not a true measure of that they can do.
ReplyDeleteTesting is also not going in the right direction because there are too many tests given to students and they are mostly written exams. It does not allow for students with different learning styles to showcase what they have learned. Most teachers start to teach “to the test” a few months before the NJASK is going to be taken. I know in my MD class last school year my 5th graders who were classified had to take the NJASK for math. I got a sample of the test and tried to teach them as many concepts as I could that would be on the test throughout the school year. I was going more on the expectations of the test than the math goals that were written into their IEP’s. I did try my best to hit on all of it but it is hard when you have 6 students with varying abilities and some who are taking APA math and do not need to learn the same concepts. I am guilty as to teaching “to the test” this past year whether it was for APA students or my NJASK students.