Instead of forcing low-income schools to spend millions of dollars and countless hours of class time preparing for and administering standardized tests that only serve to prove, oftentimes inaccurately, what we already know about the achievement gap, we should use those resources to expand programs in the arts and humanities, to provide incentive pay to attract teachers to areas where they are needed most, and to decrease class sizes, all things that could actually make a difference for disadvantaged students.
The first resolution is a moratorium on attaching consequences to standardized tests. This increased focus on test prep has had a profoundly negative impact on the quality of education many students receive. Testing as an Accountability Measure In April, hundreds of thousands of public school students from grades three through eight in New York take high-stakes tests in English Language Arts and Mathematics.
For the record, America right now is not willing to do the kind of work that happens over there. Schools and administrators have also pressured low-performing students to drop out or enter special education programs in order to raise overall test scores. More than that, they should have put supports in place to address the needs of the lowest-scoring children.
The amount of standardized tests students have to take can be drastically reduced. The rapid proliferation of standardized tests in our schools has had a deleterious effect on our children. We all know that this is developmentally inappropriate. For example, states have lowered the scores students need to pass, according to a report published in the International Journal of Education Policy and Leadership.
Quite different from the state tests that happen each year in the States. I agree with your point that teachers are constricted by test-score expectations. By Quinn Mulholland May 14, Dawn Neely-Randall has seen many things in her 24 years teaching in Ohio schools, but was different.
One thing it seems standardized tests are exceptionally good at measuring is socioeconomic status. We thank Councilmembers Jackson and Brewer for their leadership on this issue. What can bubble tests possibly capture about what young children know and can do? More and more, however, the flaws in that failed strategy are coming to light.
Teachers are pressured to produce better results without a curriculum. Randi Weingarten, the president of the American Federation of Teachers, the second-largest teachers union in America, said in an interview with the HPR that the narrow focus on tested subjects causes students to become disengaged at school.
However, I believe that testing bias is an unavoidable and even important part of the system. Now with the rollout of the Common Core standards, we need students and teachers to feel positive and invested in their schools, not stressed and afraid of being labeled or set up to fail.
The moratorium is both prudent and reasonable in light of the huge problems the DOE and SED have had in rolling out the new standards and curriculum.
Where I start to straddle the fence is when standardized testing is criticized as biased.
What they should have done is held a real dialogue with parents to properly explain the scores. Making sure that everyone learns certain things is also good. The scores also factor into a portion of evaluations for administrators and teachers.
The ban is just common sense. And even the low-level skills that the tests do measure can be impacted by how much sleep the student got the night before the test and whether the room where the student took the test was too hot or cold.
As an aside, good job on your post—concise, clear, relevant. What would happen if we just eliminated standardized testing?How Standardized Tests Shape—and Limit—Student Learning A Policy Research Brief.
3. The James R.
Squire Office of Policy Research. This policy brief was produced by NCTE’s James R. Squire Office of Policy Research, directed by Anne Ruggles Gere, with assistance from Ann Burke, Gail. Nov 25, · The UFT’s highest representative body, the 3,member Delegate Assembly, has passed two major resolutions in recent weeks to address some of the major testing issues facing our schools.
The first resolution is a moratorium on attaching consequences to standardized tests. Since I will be attacking this question for the next few posts, I will start with the most common aspects surrounding standardized testing; the negative aspects.
1. Teachers' Opinions of Standardized Test Use and Usefulness. Beck, Michael D.; Stetz, Frank P. A national sample of 3, elementary and secondary school teachers, who had recently administered the Metropolitan Achievement Tests in their classrooms, responded to a questionnaire concerning various standardized achievement test issues.
We equate high intelligence with giftedness, and we use standardized metrics like tests and IQ scores as the most predominant method of testing giftedness. The standardized testing regime fails to recognize the importance of individual achievement in education and instead uses a “cookie cutter” approach to learning that ignores students.Download