Quote:
Originally Posted by BetteDavisEyes
AMEN! I LOATHE standardized tests! In my school, testing starts in May so as of March, all regular teaching of the curriculum is put to a halt and we are to teach ONLY the "essential standards" that are tested heavily in the test so that our students can receive higher scores. We also hold tutoring sessions everyday after school for those students who are borderline being proficient so that they can score Proficient or Advanced. We don't allow the kids who are Basic or lower to enjoy these tutoring sessions b/c if they go from Far Below Basic to Basic, no points are awarded. They MUST be Proficient or Advanced.
Once we receive our scores, students who did score Proficient or Advanced get a BBQ & party during the school day. Those who did not get to stay in the classroom and work on study skills and writing & are left to reflect as to why the didn't get Proficient or Advanced. The teachers on the other hand have their scores posted noticeable so that everyone else on staff can see how they compared to every other teacher in their grade level. Then you can see how awesome you are or how much you suck as a teacher.
And people wonder why there's so much pressure put on students and teachers? Testing does not work if it is used as the ONLY means of measuring success.
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But doesn't think indicate more a screwed up response to testing, rather than the evil of testing itself? How about your school trusts you to teach the curriculum and a well-taught curriculum is measured in the test scores? How about within your school, you all know that not everyone gets kids with the same skill level coming in, so you judge each others results accordingly?
I agree that testing shouldn't be the only measure, and I especially think that results should focus on growth rather than absolute proficiency measures unrelated to where the kids came in.
But when schools do stuff just to game the results (here I don't mean cheating, but I mean the stuff you described like not tutoring some kids since their results are expected to change the school level outcome), that's not the fault of testing. It's the stupid way administrators take shortcuts rather than focusing on good teaching. It's a choice to go with what they perceive as easier rather than doing the right thing. The tests aren't to blame for that.
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