testing, testing: 1, 2, 3

18 03 2008

It’s that time of year–– again. The time when teaching becomes a bore, the students become hostile, and my life has lost any semblance of fruitful creativity. I spend the day trying to get my students to care about a test that is meaningless to them. These tests that the state designs and employs to hold everyone “accountable” are arbitrary enough as it is. Expecting a bunch of 8th graders to be responsible about taking a test that carries no consequences or incentives for their performance is ridiculous to say the very least. To use those test scores (which couldn’t possibly be accurate measures of the child’s knowledge if he/she isn’t even trying) to justify my ability as a teacher is just disgusting. I don’t believe that the answer is to raise the stakes; rather, we should be using alternative modes of assessing that are not forced-choice tests to determine whether or not a student is learning. A student’s ability to “pick the best answer” is limited by the answers that they are choosing from. How can you ask a student to choose a tone of a poem from four answer choices? To be honest, there are questions on the practice tests that I’ve been giving my students that I have to really stretch to find evidence for, and I have a graduate degree!!

A sample sentence from one of the passages: “Snow is fluffy when it falls, but when it accumulates without melting, it becomes granular and eventually compacts into solid ice.”This is a test for eighth graders. Accumulates? Becomes granular? Eventually compacts? I think this test designer thought that perhaps if the sentence started with something really dumbed down like “snow is fluffy,” ending the sentence with scientific terminology would be somehow justifiable. It’s not that these words are too hard for the kids. It’s that these kinds of technical terms are embedded in every sentence of a two-column page-long writing sample about something random… like glaciers.

Some context: It took me the entire first semester to get my students to read something, anything. I allowed them to pick out their own books and told them to get rid of the book if they didn’t find it interesting any longer. These kids are smart, but they are not prepared for the kind of testing that the state imposes on them. Their academic background is spotty when it comes to reading. Our culture is becoming markedly less textual: we simply don’t read anymore. Most of us get out news online (I get mine from the radio). We expect our kids to enjoy reading, but how many teachers are reading with their kids? How many classrooms are stocked with fun books? Kids become better readers by reading more. Period. It doesn’t matter what they read––they just need to read.Here’s what I know about the kids who perform well on these kinds of tests:

  1. They come from homes that have books in them.
  2. They will do an assignment “because the teacher said so.”
  3. They usually do their best work even when you don’t ask them to, no matter how meaningless it is to them.

I was not one of these students. When we took the writing assessment, I just wrote something down. When I took my AP exams, I half-assed them because I knew I was going to retake the class in college for an easy A. Now, the ACT? I took that one 3 times and studied for it. I didn’t sleep through that one. I was wide awake and rested for it. Same with the GRE. Why? Because I cared about the results because I knew that they would have a dramatic effect on my own personal interests (which happened to be going to college).

Bottom line: Testing is stupid. I wish I could articulate it in a more profound way, but when it comes down to it, everyone’s pissed off about the testing because it’s stupid. Today I happen to be pissed off about the testing because I’m working my ass off to get my kids to care about something that I don’t care about. The students’ scores are more mine than theirs. At the end of the year, those scores will come back to me. Being evaluated by something you don’t believe in makes about as much sense as an atheist giving all of his money to a church in hopes that he will be let into a Heaven that doesn’t exist.

Margaret Spellings makes about as much sense as Brenda Dickson.

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6 responses

18 03 2008
juergenkurtz

Different cultures and countries, similar problems.

18 03 2008
hallmom :)

Amen! Amen!

19 03 2008
Art

You and I must have adjoining soapboxes. I have been ranting about this drivel for years. And we are not alone. As long as the tests only had an impact on the poorer students and the darker students, almost no one in power cared. As the tests start to affect the better off students and the lighter students, the cries of how awful all this is are starting to be heard more loudly and more widely. Check out fairtest.org for more anti-testing info.

20 03 2008
juergenkurtz

Don`t get me wrong here. I’m not against testing and assessmemt. Evaluation of the learning process is an integral and important part of teaching. But it shouldn’t be absused for ideological purposes (e.g. in terms of teacher accountability).

20 03 2008
wlr

juergenjurtz––
I agree that assessment can be useful and important in responding to students’ needs and supplying them with feedback that reflects their understanding of the content.

There’s a great resource for authentic and effective methods of building a program so that assessment isn’t staged or forced. Check out _Understanding By Design_ by Wiggins and McTighe (I think it came out in 2004ish). They address the crucial differences between coverage and teaching for understanding.

20 03 2008
wlr

art––

so glad to see you here! i miss you and your hairy ways 🙂

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