Some ManyMost kids do not enjoy it- Many would rather sit and do nothing than check for mistakes
- Some kids will race through... no matter what
- Many kids do not understand what testing is supposed to "do"
- Many kids will work hard on it for you [the teacher], but for no other reason
- How do we present testing? Really?
- What is the benefit to the student? Really?
- Do students understand that not everything can be tested?
- Lots of students develop anxieties [stomach aches, blurry eyes, headaches, lots of headaches] around testing time
- Do we bribe them by telling them it's for a grade?
- Do we tell them it's not for a grade and risk them not trying?
- Do we threaten them if they don't perform a certain way?
- If it's not for a grade, then what IS it for?
- Where, if anywhere, does learning fit into this equation?
Random thoughts as we took our practice state assessments today.
I'm hoping that the waivers and adjustments to NCLB remove a lot of the mandated MC testing, which allows schools to determine their own differentiated benchmarks for mastery.
ReplyDeleteIn the meantime, we all keep finding ways to make it work and foster creative thinking, right?
Chris,
ReplyDeleteRight, and right.
Questions that so many of us battle with. I know that I have to ignore the kiddos' distaste for testing or I will launch into a diatribe about the ridiculousness of it all.
ReplyDeleteHold the phone! I was just re-looking at the pic with this post and something occurred to me. Standardized tests aren't meant to incite real innovation, they're meant to keep things the same. Just to ensure that teachers remain traditional, with desks in rows facing the almighty designator of information (teacher), lets create standardized tests. These tests will force teachers to teach to the test. And part of that means they will remain the sage on the stage.
ReplyDelete