It is ironic that our discussion of this article appears this week, our first week of TAKS for the 2009-2010 school year. In the previous weeks, many of you have come to me frustrated about how your students will perform on the TAKS test. Students have been attending tutorial sessions and parents were coming to school to confer with their child's teacher about progress toward "passing." I have spent the better part of the last week (especially this weekend) planning and preparing for the TAKS test. I am sure that you have read your blue TAKS Administrator manuals and are ready for our own "Super Tuesday."
With that said, Article III deals with assessments. The statement of principle of Article III begins, "Appropriate and varied types of assessments are essential for informing students about their level of success..." After you read Article III, please post your opinion on assessment vs. standarized testing. Are they one in the same? What are their differences? Are standarized tests useful? Why or why not?
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I may be preaching to the choir when I say that I hate the TAKS test and all that it represents in education today.
ReplyDeleteYes, schools, teachers, and students should be accountable, but not based on ONE day from an entire school year. I think standardized tests should be ONE assessment of MANY different types of assessments used throughout the entire year.
I do not agree that any one assessment should be the make-or-break test. It scares me to death that my Truitt is taking the TAKS test today. I will be even more freaked out when he takes the Math TAKS! I have had several people ask me why I am so concerned, "Truitt is a bright kid"...yes, but Truitt has a hard time sitting ALL day, in a quiet situation, answering question after question (how many of us could do that and not crumble after a while?). I am actually worried about him passing this crazy test. All because the situation is miserable, not because of his ability.
I am sick that his entire year of fantastic ideas, super creativity, light-bulb moments, self-esteem builders, good grades, and being an all-around great kid could be crushed because he just didn't pass this test. I feel like we are telling our kids, "succeed, succeed, be your best, you did it, great, right-on!...Oh, sorry you didn't pass that test, you aren't good enough".
Assessments should inform teachers of where they need to amp up their teaching and also where their students are lacking. They need to represent the whole child, for the whole year, not just what he/she was able to do that particular day. Assessments should tell me if that child loves to read, do math, or draw and paint. They should tell me about the child, not just the numbers associated with a test that seems so random and uninteresting, because children are not random and uninteresting...but education, based on ONE test IS becoming random and uninteresting.
Standardized tests are useful as an instrument to assess & focus on continuous improvement, but so much emphasis has been placed on them in recent years to evaluate students & schools that we need to refocus on what learning means. Varied assessments by teachers, such as portfolios,are critical to improve instruction & to design different & meaningful learning experiences. Other forms of assessment serve to reflect & encourage learning & contribute to a well-rounded education. Does preparing for a standardized test (although necessary) instill a love of learning? The voice of teachers should be an importtant part of assessment. I think we need to move toward more varied assessment for students.
ReplyDeleteCindy Adkins
In Alfie Kohn's book "The Case Against Standardized Testing," he basically suggests that the only thing a high-stakes standardized tests does is answer the question "How much money does your mother make?" Because if you did not grow up in an affluent home where parents read and talked to you...you are screwed when it comes to having the basic foundation for learning success.
ReplyDeleteThis statement seems to ring espcecially true for us at BES because many of our kids are already behind when they enter Kindergarten. So testing a child and holding them and their teachers to a standard doesn't seem like the best interest for anyone especially when incentives are thrown in.
I agree with Cindy and there have been many studies to back up the idea that portfolios are the best way to go as far as summative assessments. Portfolios grow with the child and hold the artifacts needed to show learning and growth. They follow students all the way through school.
It is interesting...I once heard someone give the Greek definition of assessment...it means "to sit beside." How did it turn into an all-day test created by people outside of the classroom? True assessment is essential to teaching and learning. I believe Jean had said that it should help us develop better instruction. Assessment should drive instruction and learning.
It is always easier to rant and list the hundreds of reasons as to why TAKS is impractical and how it borders on child abuse...but the harder aspect is the "so what are we going to do about it." This is when collectively or individually teachers need to let their voices be heard. This is when being members of organizations like ATPE or UEA pay off. Write to your legislative representatives and let them know how you feel. Make calls, send emails...get involved.
I agree with Jean in that we should not be putting so much emphasis on one test, one day, etc. I don't think that is a fair judgement of how much a child knows and how well they are learning. I believe that standardized testing is a good assessment tool for some students, and is a good way to look at students across the district or state. However, some people are not test takers and we need to allow those students other opportunities to show us what they have learned. Other assessments should be used in order to get a well-rounded, true picture of how well a child is doing. I also agree that standardized testing should also be used help develop better instruction. As teachers we should be looking at assessment as a way to show us where we need to go back and reteach, or move forward in our teaching. Many teachers put the assessment results completely on the child, when it also needs to be a reflection of the teacher.
ReplyDeleteAs good teachers, we know that kids learn in many different ways. Therefore, we need to provide many different ways for them to show us how and what they are learning. Therefore, we should be using other assessment forms as well as standardized testing to get a complete picture.
Halleleuiah sisters!! (Going with the preaching to the choir scenario from Jean)
ReplyDeleteI agree with all these ladies. In fact, I haven't talked to anyone in education that has anything positive to say about the TAKS test. How can one test be the final indicator for any student? Even some of the best students freak out when it's test day. It's not fair, especially for our students at this school, to expect one test to determine their future. Depending on what happened at home the night before, what they ate for dinner (or if they ate dinner), etc. - they could be in no emotional state to even care a flip about how they do on the test. It's heartbreaking to see some children get so worked up over passing that they are physically ill before class starts. As teachers, we should be using many different methods that will reach all the students different learning styles. This will give us a true reflection of what our students know. I love using performance based assessments where I can watch my students demonstrate what they've learned. The best part is that they are enjoying showing me and not stressing out about if they are going to pass or not!
I don't know what I can add to what has already been so appropriately stated by Jean, Cindy, Meagan, and the others, except to say I agree. ONE test, ONE day, and in some cases ONE chance is not what we are about as teachers and it should not be what the state of Texas uses to gauge the progress of children and worthiness of their teachers. If I were evaluated on TAKS day, can you imagine what my evaluation would show??? Were students engaged...heck no, they did the SAME thing ALL DAY LONG. I, like Jean, have to worry about my son-who is an extremely bright child-passing this insane test because it requires him to sit in a desk all day practically without moving or making a sound. What in the world are we doing to kids? I think the committee members who vote such a requirement into law shoud have to come and sit in my classroom and watch my third graders suffer through a day of TAKS testing. Maybe then they would change their minds about it.
ReplyDeleteWe always hear that the test does not discriminate and requires no background knowledge. How can this possibly be true??? Without some of the life experiences mentioned in the stories, our kids can't relate to or even understand what they are reading. Who wants to read something that has no relevance to their lives? I don't...and our kids don't either.
My biggest frustration with TAKS is there is no measurement of PROGRESS. We need appropriate assessments that measure a child's improvement and don't base everything on pass/fail terminology. Also, we spend sometimes years trying to prove a kid has learning disabilities and is not up to grade level only to make them take TAKS on their grade level? It's insane that MaryLou's kids have to take this test. Someone needs to wake up!
I HATE TAKS....any questions????
Due to high blood pressure issues at this present time, it is best I do not comment my feelings about testing. Just ditto the above comments and add them to mine...Darla
ReplyDeleteDarla...I love it! :)
ReplyDeleteA major clue that something is seriously wrong with the TAKS is when schools have to go into a severe lockdown mode just to administer the test. It's abusive in my book when you make a child so stressed out and nervous that they become physically ill. How you can base a child's pass/fail status based on one test is beyond me. There's got to be a better way. We as educators and parents need to keep trying to get our voices heard. What will help in this regard is to remember to work at helping with a solution and not perpetuate the problem with angry outrage. We all know we have plenty to be angry and outraged about. (Both from an educators point of view and a parents.) I just feel it's very important to have ideas to bring to the table as possible alternatives. I do like the idea of a progressive portfolio that follows the student throughout their school career. A child's personal portfolio that shows a continual growth no matter the pace, would speak volumes to me versus a one day test taken by a non test taker. DeWayna
ReplyDeleteI hate TAKS! I will just say it! It is ridiculous to put that kind of pressure on teachers, kids and their parents! It is CRAZY that everything "shuts down" on TAKS day. Teachers feel like they have to be at school come hell or high water on TAKS day. Their kids can't be sick, no one in their family can have an emergency, a baby can't be due around TAKS time. Teachers actually try to plan pregnancies based on the TAKS test. My four-year-old (almost five-year-old!) already says he doesn't want to go to school because of the TAKS test. Does this seem a little crazy? I thought so.
ReplyDeleteI like the portfolio idea mentioned earlier. That would give a broader view of a child's abilities, growth,shortcomings and successes. We all have bad days. What if a kid is having a bad day on test day? His entire year is down the toilet.
I don't know what the solution/alternative is, I just hope the Visioning Institute is a move in the right direction.
Wow! Each of the people here have had such great suggestions about what a standardized test should and should not be. Like Meagan said, we have to make our voices heard. Maybe since we have a new president who believes in change, we should take this opportunity to write to him directly to let him know how we feel.
ReplyDeleteEach year when I was growing up in school, I took a standardized test. That test showed my parents and me how I had progressed from year to year. I was never stressed over it, but it did give my parents a good idea of what my areas of weakness were. My mom took that information and used it during the summer to "tutor" me, and the next year I improved. I don't know if anyone ever looked at it as a "tool" to judge teacher ability at that time because back when I was in school, most principals seemed to have an idea (as they do now) about the quality of their teachers already and, hopefully, dealt with it before it affected the students.
Believe me, I certainly was not affluent when I was a kid. In this day, I would have been considered "economically disadvantaged" and we did without a lot so my mother could stay home with us, but she always made sure we had our breakfast and lunch, did our homework, went to the "book mobile," read books, and learned our math facts. We also had responsibilities around the house and if my homework wasn't done, I not only suffered with a zero at school, but was punished at home. Needlesstosay, I didn't like either, so I did what was expected of me.
Society has changed, so we must change. Standardized tests need to show growth and areas of weakness. Our analysis needs to be on a child by child basis, not a report card for whether a school and its teachers and administrators are doing their jobs. The results of each child's test needs to be used to drive our interventions for that child. That doesn't mean that each has to be taught individually, but it does mean they can be grouped with other children who have the same needs.
Ann Pappas
I agree with Jean – it is ridiculous that our student’s success is measured by ONE test! Their mastery of a subject should be a combination of many assessments. We all learn differently and we all have different strengths. We are proudly posting our strengths outside of our doors. We are learning how to use those strengths to be better teachers and learners. We should do the same for our students! Some are simply not good test takers! My self included! I think taking the SAT to get into college was VERY stressful to me because I felt like it all came down to that ONE test!
ReplyDeleteI am with everyone else – I HATE THE TAKS!
I hate that we spend so much time in testing.
ReplyDeleteOur childern lose out on a well rounded education.In the end what becomes of all the test? The childern get upset and teachers are afraid of losing their jobs.Then we still pass students that can't read,write or do math.
I"M so sorry but I needed to get it off my chest!!!!
Sandy
I agree that the TAKS needs to be GONE!!! Why can't we assess the students the same way we teach them? Going back to Article I and us wanting (and needing to) incorporate more technology...why are we then testing our students with paper and pencil??? We teach them to use tools such as spell check, then count spelling against them on the test!!! It is all OUTRAGEOUS! I understand the need for accountability, but let's make the assessment process be more like we teach on a daily basis!
ReplyDelete- JaNae
I think Stefanie said it best when she said "If I were evaluated on TAKS day, can you imagine what my evaluation would show???" I simply cannot understand why it is okay to change every thing we do and the way we teach on this one day. Doesn't that devalue the results?
ReplyDeleteI have never taught a TAKS grade, but I see the effects it has on my co-workers and the students they teach. I wish a law-maker could come in on a TAKS day and see what kind of stress they are placing on children. It is unacceptable. If we really are "all about the kids" then something needs to change.
I love reading what my co-workers have to say!
ReplyDeleteWhether it is TAKS, TPRI or the Math Benchmark, standardized testing stinks for everyone involved!!!
For the TAKS test, our entire campus shuts down. Last year my kindergartners knew that TAKS was super important, and I had to plan the day filled with activities that would keep a room full of 20 five year olds as quiet as possible so as to not disturb the children who were testing next door. It seems like the words developmentally appropriate are thrown out on a standardized test day for all of the groups involved.
For TPRI and DRA testing, my classroom also tends to shut down our normal routine. Daily 5 is designed to have a 15 – 20 minute mini-lesson in between each student choice time. When we are testing, I feel like I need to eliminate the mini-lessons because I need to use that time to test my students. During our testing weeks, I also have to stop pulling small groups and meeting with individuals so I can get the testing done.
Regardless of the test, when we deviate from our routine, it creates an atypical environment for our students who thrive on routine.
This has been the first year for first graders to have a checklist report card. Although it took awhile to wrap my little brain around it, I have fallen in love with this concept. Instead of assigning a numerical grade to a subject, we can continuously assess the child’s understanding of a concept for the entire six weeks. It isn’t a “one-shot” assessment but based on a six week observation of the child’s understanding of the material. I believe the checklist report card is a baby step in the right direction for our students and assessments.
Last week in a Bible study we got off topic (imagine that) & started talking about testing. A non-teacher said, “Well, TAKS is God, isn’t it?” I was VERY quick to correct her: “No, TAKS is the devil.” Anyone who has ever had a kid barf on it from being so nervous knows that.
ReplyDeleteNow to answer the questions…Assessment is used to see what students have learned & to guide your teaching to better meet the needs of your students. Assessment should be varied & give you a comprehensive picture of what a student knows, & what progress he/she has made. As teachers, we all know that a high stakes test with a very specific format does not measure learning as well as it should. Standardized tests are supposed to be useful as a summative assessment, but they have mutated to the point of being ineffective in most areas. I think if we must use standardized testing, it should be balanced with other types of assessments as well.
Well, I wrote my response before I read the ones that were already posted. Now It just seems that my comments are redundant. Also, I am still laughing my booty off at Darla’s comment. She totally made my day, I needed a good laugh!!!
Amber – I like the connection you made with celebrating strengths – that is so important for our kiddos!
I look forward to the day when TAKS or whatever it will be called in the future does not send chills down the spine of every teacher, administrator, and student, not to mention parents who struggle with a child who wakes up in a cold sweat the day of the test or has a mysterious illness when the word TAKS is uttered. I witnessed my daughters’ anxiety over this “monster” and how excited they were when they finished the exit exam in high school and could finally yell, “NO MORE TAKS TESTS”! My hope is something better will be created for the next generation and soon! Renda
ReplyDeleteI am in agreement with everyone on this TAKS topic. I feel that TAKS just doesn't make any sense. I feel like we should be constantly assessing our students in a number of ways.
ReplyDeleteBut, ONE standardized test is just silly!
I do feed that their needs to be some form of standard testing whether it be six weeks standard testing along with semester cumulative testing. And those type of standard tests need to be given the same kind of merit any old regular test is given. Not all they HYPE and STRESS the TAKS is give.
One of the reasons why I feel we need some sort of standardized test is because (I will probably get "booed" for my next statement but what the heck) there needs to be an accountablity for teachers. If there isn't some sort of standard test for students to be tested on, then how will adminstrators know if students are being taught what they need to know. And if there isn't any type of standardized then there will be those who "slack" in teaching. We know there are teachers out there like that. I have had friends whose children have had those teachers and those teachers give the rest of us a bad name. I feel that the issue of assessment is not only for the student but for the teacher as well.
Well...I can just tell you that my job would look drastically different from mid-February until early May if there were no more TAKS tests. And, it would be a welcomed change for sure.
ReplyDeleteDo I believe in accountability? You betcha.
Do I believe in some sort of assessment? Yup. (And by "assessment" I totally love the idea of going back to the Greek definition of assessment--to sit beside.)
Do I believe it's hilarious that Maegan used the word "screwed" in her response? Yes-siree!!
However, let me specifially answer Mick's questions:
Please post your opinion on assessment vs. standarized testing. Are they one in the same? What are their differences? Are standarized tests useful? Why or why not?
Standarized testing is not the same as assessment. True assessment is a measure of progress for each individual student...it's an activity that can take place "sitting beside" a student as you implore him or her and their knowledge/skill-set gained for a particular topic/skill/specific subject/etc. Standardized testing is that one test, one day, one try--everyone must fit into this box at the same time. That's not the way we function in America...therefore standardized tests are not useful to us. I wonder what China uses...
I don't know that I can add anything different from what's already been said,I also feel very strongly there is too much empahsis placed on "The Test". This past week when I called Alexandra to see how she was and if she was ready for the test, she said "Mema I hate reading the test", this is a student who loves school and loves to read otherwise except for this. I feel when we start to extinguish the enthusiasm of learning in our kids, we need to take a second look at the system we are using.
ReplyDeleteCharletta
I dislike the word "testing" and the stress it creates in the school environment. Whatever the test is TPRI, DRA, TAKS, etc., it all seems to bring negative feelings to the learning environment. As a first grade teacher, I prefer student portfolios and conferring with individual students and their parents on progress throughout the school year. Just like our new first grade report card, it seems to encourage and motivate students to work towards their potential without the fear of failure. Rita
ReplyDeleteWhew---what a bee's nest this one became! I agree with Margo, we need to have a standard to obtain. I also agree with Laura and Rita---the checklist (true progress report) is the way to go. I think education has really been trying to get rid of A's, B's, and C's for a long time---that checklist makes so much more sense in really being able to see where a student started the school year, what was expected, and where he finished----it would also make us more accountable for the learning of those who have already mastered some areas. It would be set up on the expected standards of the grade level, thus meeting the needs of both the teacher and the student. I truly do understand the problems that we face with testing----my program relies on test results to make Advanced Academic placements. We have added a portfolio component---we call it "preponderence of evidence." We are hoping that this will help bridge the gap. This year I have 15 students in my program. The projection for gifted students is 5%. 5% of our population is 19. I know there are more chilren out there who are gifted, it's just difficult for me to find them. One of the main reasons is testing and the language factor. Some of our students do not have the language skills to pass a language based achievement and/or abilities test. It's just tough all the way around. Linda
ReplyDelete