". . . [Of course it's possible to] succeed in raising average test scores. You deprive kids of recess, eliminate music and the arts, cut back the class meetings and discussions of current events, offer less time to read books for pleasure, squeeze out the field trips and interdisciplinary projects and high-quality electives, spend enough time teaching test-taking tricks, and, you bet, it’s possible to raise the scores. But that result is meaningless at best. When a school or district reports better test results this year than last, knowledgeable parents and other observers respond by saying, “So what?” (because higher test scores do not necessarily reflect higher quality teaching and learning) – or even, “Uh-oh” (because higher test scores may indicate lower quality teaching and learning)."
-- "Standardized Testing: Separating Wheat Children from Chaff Children"
Thursday, February 5, 2009
Subscribe to:
Post Comments (Atom)
6 comments:
Hmmmmm, well said! Look around you ladies and gents. We can empower ourselves by banding together with our convictions.. Our children deserve it...
First I want to say thank you for investing the time and energy to create this blog. We need an unstructured forum in which to share information and experiences concerning our children's education and raise and discuss issues and concerns about District 107 specifically.
Second, I want to comment regarding standardized testing. From your campaign platform statement and from the article you have posted, I assume that you believe that District 107 places too much emphasis and spends too much time on standardized testing.
My own view is that standardized testing is a necesary evil. Without a means of impartially measuring student achievement, it is impossible for parents to monitor the quality of our school. How can we hold school administrators accountable without data on which to evaluate school performance? For administrators, it also provides a consistent objective means of identifying areas within our school that may need improvement.
Unfortunately, our state mandated standardized testing program (ISAT) is not a reliable means of gathering the information we need. It is subject to political tampering and the quality of its implementation suffers from the State's financial woes.
Therefore, if we are to have the diagnostic and asssessment tools that parents and administrators need, we have to devote time and resources to select and implement a consistent and reliable testing tool of our own. District 107 has selected the ITBS.
Over the past six years, I have observed the increased attention and publicity devoted to District 107's performance on standardized tests. Clearly there are tradeoffs involved in this. In my view, on the whole, our school is better as a result.
Thank you, Barbara, for your honesty and insight. I must tell you that this is what we had hoped for when we posted this blog. I think that D107 is doing well and I have seen many improvements.
I am running for BOE because I feel that there is a disconnection between the school and families. The perception is that everything is about the almighty test scores (thus the mounds of homework) and that there is very little opportunity for open communication. This is made evident by the structure of the last town hall meeting. You were only allowed to discuss the topic which for the third year in a row was test scores.
I understand that we must use some testing as a measurement tool and the state has mandated we use the ISAT to measure performance of students and schools against the Illinois Learning Standards. I also understand that Explore tests are given to eighth graders to determine placement at LTHS. What I don't understand is why we administer the ITBS test not once, but twice during the school year. We also administer the Dibels several times a year, the Gates-MacGinitie test and the ISAT. Teachers are pressured to take time away from real learning in order to prepare students to take these tests. Also, do we really need a test for SEL measurement? I was at the BOE meeting when Dr. Fredisdorf proposed "peer review" testing - where children would be given a list of their peers names and asked to circle who the bullies and troublemakers are in their class. Thankfully the BOE gave that the thumbs down. Certainly the teachers know who these children are and have the data measuring the number of SEL infractions. What have they done with that information and what will they do with the information from the next test? Apparently administration was not pleased with the measurement of the previous SEL test and will now have the students complete yet another SEL type test called SSIS.
I guess it just seems like we spend an awful lot of time testing. What measurement tool do we use to see if our children are passionate learners? How is creativity and critical thinking measured? It seems lately that the school is more focused on test outcomes, than actual learning.
Thank you for your continued interest in our Blog - where everyone has a voice.
I agree totally with Karen O'.
My son has had so many tests but nothing has been done with the results. I took the test results to Huntington Learning center and they asked what the school was doing to help him in the areas that he has scored low in.
Does anyone do anything with the results? They told me that he has definate gaps in his learning.
Why was this not caught when his test results came in. They could tell where he strugles just by looking at the scores.
Stop testing him and start teaching him!!!!
What are we using this data for? If its to drive instruction, then of course we need to assess frequently. With RTI becoming a mandate, hopefully this district will look at the data and use it to drive their instruction and provide the necessary interventions that children need. Unfortunately, I think this district uses their assessment data to show that they have made AYP, and to please the high tax payers. They need to use data to provide their instruction in each Tier. Data that is used correctly should have an impact on ALL students! Assessment is a powerful tool when used correctly!
Hopefully the direction of the community will be to make systematic decisions. Pressure is put on administrators, then this funnels down to teachers. This is happening in most school districts around the country because the No Child Left Behind Act (NCLB) requires that all students and subgroups of students (100%), in all schools will meet or exceed state standards by the year 2014. It is a ridiculous unfunded mandate. That is why excellent schools around the country are not making Adequate Yearly Progress (AYP). Pleasantdale is.
Testing of students at most grade levels will not go away. One problem is that people might use test scores as an absolute – that they tell you definitely the student ability. Test scores allow you to make inferences about individual students and a school’s curriculum. Excellent schools should combine test score data analysis with many other factors when making decisions about student placement and curriculum changes.
Every human reacts to stimuli from the environment differently. That is why teaching is an art, not a science. When you recognize the juggling act a teacher must demonstrate with administration, parents, and student individuality, and the fact they must mold completely different children into a functioning group environment, you recognize the day-to-day world of public education.
Post a Comment