Fortunate
My school was fortunate to be selected by our state to field test their latest standardized weapon of mass instruction. Fortunate. You know, like when you step in gum, and you're fortunate that your errands are over and you're on the way home. Fortunate.We just had our state writing test a month ago, and have our state math and reading tests in a few weeks. Now we get to field test next year's writing test. More scantron bubbles; more prompts. We're fortunate. I'm not sure the kids thought so.
Groans and moans filled the room when I announced our good fortune. Groans and moans about the test, and groans and moans about writing. I understand the first, but the second broke my heart.
The Test
"The test is practice,” I told them. “You're just test driving it to see what needs to be adjusted for next year. We'll send them off and never see them again.” “Don't stress," I said. "It's not even graded."Of course a kid asks, "Then do we even need to try?" That's what happens when kids are graded. They quickly figure out what really needs their attention. A few other students echo the sentiment.
"What do you think?" I threw it back on the student. Another student chimed in and said, "We should always try our best on everything we do."
Then, silence. I let those words settle to the ground like dirt kicked up on a playground soccer game. I didn't know what to say. It's kind of a cross roads question. I feel like the field test is a waste of time, but I think each student needs to make up their own mind about it.
The Day Of
One girl is fed up. She said she did not want to take the test. I'm secretly proud of her, but I can't tell her that. At least not now. Kids should have some say in their education, right? A short talk with the AP and she was off to work. I wonder what that conversation was about.One boy was excited about his written composition. He liked his prompt, and he's writing something he cares about. He asked, "Can I copy this on to notebook paper when I'm finished? I want to keep my story."
His expectant eyes made my heart sink. I knew the answer I had to tell him. "I'm sorry, buddy. I can't let you have any extra paper during the test."
He raised his hand thirty minutes later. With confidence he said, "I'm finished with the test, but I'm going to sit with it for a while. I want to memorize my story so I can write it again when I get home." I just nodded my head. The response I wanted to give was not on the approved phrases list that I carry around on my testing clipboard.
First thought:
ReplyDeleteBeautiful story. It so clearly illustrates the differences beween authentic and standardized learning.
Second thought:
What a depressing message for a child to hear. I hope our students remember these moments when they are old enough to vote.
John,
ReplyDeleteI hope they remember too. At the risk of sounding dramatic, I feel some of this stuff is low grade psychological torture.
The student was absolutely crestfallen when he realized that he would never see his story again. I was so proud of him for figuring something out. He came back later with a copy of that story. He typed it up and printed it so the class and I could read it.
That's authentic.
I remember the first year we had a writing component as part of testing. A very bright and capable student turned in a blank paper. The assigned writing was about picking up an old shoe in the road and writing about it. The student said her mother would have never allowed her to do such a thing. She stood for her conviction and I was proud of her. This goes back to writing being first and foremost a personal means of expression.
ReplyDeleteThanks for sharing this story. Since I don't teach a "testable" subject, I sometimes fully comprehend the specific struggles and injustices it can cause our students. The thought that a student might be disappointed to not be able to "own" their written response hadn't even crossed my mind.
ReplyDeleteJustin, I greatly appreciate you writing this! It makes me stand behind my anti-testing sentiments even more. When analyzing standardized testing scores, the questions that I never hear asked are:
ReplyDelete* Was the writing topic interesting to the children?
* Were the stories the children had to read of interest to them?
* What impact does this test REALLY have on a child's understanding of what reading, writing, math are?
I appreciate each time you write about standardized testing. I have been told to shut up & put up. That my beliefs about testing (that I do not share with my students)are bringing test scores down because its rubbing off on the kids. Now your post proves what I have been saying all along, it's not my attitude about testing that brings scores down, its the kids'. They hate it just as much as I do!
Tracy,
ReplyDeleteI'm glad you appreciated the post. You're right. Those are excellent questions that are never asked. There are so many bad assumptions being made. Are there any good assumptions?
I think some teachers are at the point where they don't like these tests, but see them as a necessary evil. For practical purposes, they're neutral. I used to be this way.
Now, more and more, I see the seamy underbelly of these tests that actively makes kids dislike school. And that sucks.
Justin,
ReplyDeleteThank you for so wonderfully describing what is in my heart for teaching. Our state assessment test will never truly gauge the 5th grade scientists that I work with!
Why is it that teachers and students realize that state testing (the way that it is now) is just too much, much too much. Imagine all we would get done without the interruptions of prep and testing. And now, to assess teachers based on the state tests. It's crazy.
ReplyDeleteI love the way you write...you draw your reader right in!
Thanks for sharing and voicing what many of us think!
@Nancy,
ReplyDeleteThank you so much for your kind words.
I hear and feel your pain with the overwhelming-ness of testing. I think a revolution is coming... We need some students to lead the charge.