Testing/NCLB/ Benchmarks/teaching to the test

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Testing/NCLB/ Benchmarks/teaching to the test

by Vicky

Dec 29, 2008

I have a question. How has testing made teaching better or worse? What are resources you feel you would keep even if students were not tested?

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I'm a teacher and I agree that it's the teacher. We don't fully know the subject matter and we don't know how to convey what we do know. It's us!! We need better training. We need real staff development that teaches us HOW and WHAT to do rather someone coming to have US do something we don't understand. SHOW ME! TEACH ME! Don't come just to get a few laughs. I'm like President Obama, I'm tired of the joki...See Morefully know the subject matter and we don't know how to convey what we do know. It's us!! We need better training. We need real staff development that teaches us HOW and WHAT to do rather someone coming to have US do something we don't understand. SHOW ME! TEACH ME! Don't come just to get a few laughs. I'm like President Obama, I'm tired of the joking around; just get serious. Immigrants are taking the jobs while we play!

On 1/15/09, vicky wrote: > What would you say to people who believe it is not the program, it is not > testing, it is the teacher? I know that school districts can have the best > resources available and have poor test results. A motivating teacher who > engages students in active learning is the key to students' success. > Research supports this statement. What do you think about this? Vicky > > > > On 1/08/09, Jo wrote: >> I'm speaking generally here. I know there can be various issues in >> classrooms and schools that make it much harder, but part of the problem >> that schools are not succeeding is because of the methods and programs >> used to teach the skills are not adequate to meet the needs of the >> students. Also, teacher training is inadequate in reading, writing, >> math, and classroom managment to meet the needs of those students who do >> not respond to the present method being utilized. This is not slamming >> fellow teachers, but the system in which we are educated and work. >> >> The bandaid - strategies to pass the test and retesting to see where a >> student is - does not increase student skill and knowledge. Instructing >> in a manner that will reach more students will. The intent of the law >> was to get schools to change how they do business to increase knowledge >> and learning, not to pass a test. The majority of students will be able >> to pass the test if they have the skills and knoledge. There are a few >> that are just poor test takers, but most states provide alternatives for >> these students. If not, teachers, PTAs, and parents must push for those >> alternatives. But that takes a huge step in training and change on the >> part of all of us. We have to accept that fact that what we are doing >> is not working. >> >> Because our students are so behind in many cases, the instruction must >> start from the beginning with them. It must be intense and some things >> have to give. I'm not a proponent of giving up activity because the >> kids need this activity to release the stress and rejuvinate the brain >> for more learning. But there are topics covered in all subjects that >> without, these students can still become successful adults. And for the >> most parts, these topics will be covered again and again as they >> increase in grades. >> >> >> On 1/07/09, Tessa- FL wrote: >>> On 1/04/09, Jo wrote: >>>> I'm not sure that is teaching to the test, testing. >>>> >>>> Think about it. Apparently, the students reading strategies were >>>> weak and their writing was weak. Learning new methods and >>>> strategies can help them become better writers by using different >>>> techniques or learning reading strategies to comprehend the text >>>> better are all methods to help the students improve skills. >>>> >>>> Here is an example of teaching to the test. The MS writing test >>>> expect so see specific types of writing used in the student's >>>> writing to the prompt. So, the teacher works with each student to >>>> find a word such as however, therefore, of course and teaches the >>>> student how to use this word in almost any essay. The teacher >>>> then finds a list of things the student can put in a series >>>> separated by commas. The teacher then teaches the student how to >>>> use a compound sentence that can appear in almost any writing or >>>> how to join any two sentences with and. Knowing the state writing >>>> assessors need to see these specific things, the teacher has the >>>> student write multiple essays using these specific examples. The >>>> rest of the essay is very simplistic, but the high-powered verb >>>> that was learned is there, the list is there, the introductory >>>> word followed by a comma is there. The three adjectives they know >>>> are there and so is the one adverb. This is how a group of >>>> students passed the state writing test (barely). >>>> >>>> Reading, teach process of elimination of answers and how to look >>>> back to find information by matching common phrases. The majority >>>> of the time using these strategies, a student can pass a reading >>>> state test in my state. >>>> >>>> I would rather teach a student to read the text and understand it >>>> rather than how to go back to find the right answer. Most of >>>> life's reading does not come with a multiple choice test following >>>> the text. >>>> >>> >>> Amen. Jo is exactly right. We spend 2 days taking a benchmark test, >>> then another 3 days reviewing it (what should you have done to get >>> the right answer: eliminate responses, skim, look for key vocab). >>> That's a whole week devoted to taking and reviewing a test, and we do >>> that 6 times a year. That's six weeks blown for pure testing >>> purposes. And we have more testing beyond that. And this is only >>> first grade. Poor little 6 year old babes. But we have to because >>> we're on our 4th or 5th year of not making AYP, and they're about to >>> shut us down and make us a charter or do whatever it is they do even >>> though we're an A (and before that a B) school for over 10 years. But >>> AYP is all that matters to them. >>> >>> This is also why they cut recess to 1 day a week K-3 and none in 4-5. >>> It's sick.

Jan 28, 2009

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paulaj from San Juan Utah School District On 1/28/09, If NCLB has made us better teachers, why are American wrote: > schools falling further and further behind other countries? No, we > aren't better teachers. Maybe we're better at putting on a show. All of > the money being spent and so little improvement. >

It's the district. Our district has seen huge improvement i...See More

Feb 18, 2009

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3rdgradeteacher A lot of issues I hear about NCLB aren't mandated by NCLB. No recess? Why not? Our recesses haven't cut down here. I moved to a new school, but I was at a Title 1 school for almost 10 years. My current school is also at-risk. Constant testing? That's not NCLB mandated either. The fact is, there are too many people in public education that are not q...See More

Aug 12, 2009

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Di I've been in my system for over 23 yrs now & we have NEVER had recess built into our day. As an individual teacher, you are allowed to take your kids out for 15 min./day only. In some schools they are not allowed to go out as neighborhood too dangerous.

Aug 13, 2009

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TerriF I think I'm a much better teacher due to the amount of training. However, I have huge issues with the amount of curriculum being shoved at the students. They aren't given the amount of time to master a skill because the year now has 3 times as many skills (especially in math) to learn. My first graders are being required to add and subtract with re...See More

Nov 7, 2009

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