Too much, too fast

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Standardized Testing Chatboard

Too much, too fast

by Dana A.

Jun 3, 2011

As a teacher in Louisiana, I've observed that there is a great emphasis put on standardized test scores. I know that we need to assess students' progress, but I wonder if too much emphasis is put on test results. For example, if our 4th and 8th graders do not meet the required scores, they must go through summer remediation and take the test again. If they fail again, they must repeat the 4th/8th grade.

With all this emphasis on testing, it seems that the curriculums are being written solely to meet all the criteria on the standardized tests. In order to cram everything in before "The Test", teachers are expected to push students through the material at a faster pace. For many children, this appears to be too much material at too fast a pace.

I'm just not sure that the way testing is currently being used is really benefitting the students.

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Jessie In our state, the standardized tests are just one indicator of student progress. The team also looks at such things as classroom tests, participation, daily assignments, projects, etc. Looking at the whole child, rather than just a snapshot in time, gives a better overall picture of what a child does and does not know.

On 6/03/11, Dana A. ...See More

Jun 3, 2011

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Jo On 6/03/11, Jessie wrote: > In our state, the standardized tests are just one indicator of > student progress. The team also looks at such things as > classroom tests, participation, daily assignments, projects, > etc. Looking at the whole child, rather than just a snapshot in > time, gives a better overall picture of what a child do...See MoreOn 6/03/11, Jessie wrote: > In our state, the standardized tests are just one indicator of > student progress. The team also looks at such things as > classroom tests, participation, daily assignments, projects, > etc. Looking at the whole child, rather than just a snapshot in > time, gives a better overall picture of what a child does and > does not know. > > On 6/03/11, Dana A. wrote: >> As a teacher in Louisiana, I've observed that there is a >> great emphasis put on standardized test scores. I know that >> we need to assess students' progress, but I wonder if too >> much emphasis is put on test results. For example, if our >> 4th and 8th graders do not meet the required scores, they >> must go through summer remediation and take the test again. >> If they fail again, they must repeat the 4th/8th grade. >> > Playing devil's advocate here.

So, if the teacher teaches what she wants, gives simple tests and has the study guide be exactly the same as the test that will be given, review the study guide immediately prior to the test, the child's in-class grades could be fanstastic yet the student doesn't know squat about what the state standards say they should know. The teacher could give reading comprehension tests on materials at a lower level than grade level - meeting the students where they are - but not really push hard to have them progress a year or more. Again, the "whole child" looks great on the report card, but the fact remains the child is unprepared.

Well, this is exactly why standardized testing came about. Things like this were being done. Parents and students thought they were progressing, but if they were it wasn't anywhere close to what was needed.

The above example could be for self-serving reasons or just that is what the teacher thought best. Either way, the students lose.

Most states when the students first started being assessed on the standards were failing miserably which is why they had several years to change what they taught. I strongly believe that the assessments aren't the issue. No where in any law does it say that a teacher must drill, drill, drill to teach to the test. Heck, how do you teach to a reading test anyway? How do you teach to a math, science, and history test - well cover the material? How that is done is not dictated by any law, state or federal. All the laws say is the states must prove the students are meeting the state standards.

So, there are several problems. Students need to have their deficient skills addressed differently sooner rather than later and not in the same manner that isn't working. For example, if you know you have a group of kids or even one that lack pre- requisite skills for reading, that needs to be worked on heavily to close that gap even if they came to school that way. Often that isn't done. Much time is spent hoping they wil somehow gain the skill while they try to do more advanced work. No one said that more interactive lessons can't be used to teach history topics. It doesn't have to be drilling of released tests.

I don't see standardized tests as the big problem. I believe they were a necessity.

Not playing devil's advocate now. If the student hasn't mastered reading, writing, and math at a minimal proficiency, they certainly will struggle to succeed. I'm sorry but I've seen kids reading at a 5th grade level in a high school class. It doesn't work.

Jun 3, 2011

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Dana A Many good points! It doesn't make sense for students to promote to the next grade if they haven't mastered the material. Yet that seems to happen in a lot of cases. Each grade level has its own matrix that is filled out for each student. For example, each third grade student had to make X number of points out of whatever the total available were on...See More

Jun 3, 2011

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So true for some - Carrie I had to tell one of my ELL students today that she will need to retake all 3 end of grade tests, yes all 3. On one, she only missed the cut off score of passing by 1 point. She has spent a little over 12 hours testing in the last week and will spend another 12 hours re-testing again next week. There will be little, if any difference in her scores....See More

Jun 3, 2011

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Amanda D. On 6/03/11, Chan wrote: > But aren't the tests supposed to measure what the students > were supposed to have mastered? If they don't master the > material (even without the testing to measure it) then why > should they be allowed to go on to the next grade?

No test is without bias. But the other concern is the amount of time th...See More

Jun 3, 2011

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