Standardized testing is upon us. Upon my 7-year-old son Jonah this week, to be precise. Here's what he had to say:
"We have these very very important tests. They are very important. Very very important tests."
"They say, 'fill in the bubble under the correct answer' so you have to fill in the bubble."
"They are very important tests because the President of Testing wants to know how second-graders are doing."
"The President of Testing might even show them to Barack Obama!"
"The tests are very hard."
"At the bottom of the page it says 'Go On' and then you go on and then at the bottom of the next page it says 'Go On' and then you go on and at the bottom of the next page . . . and at the bottom of the next page it says 'Stop,' so you stop. Then it starts a new chapter. At the bottom of the page it says 'Go On' and then you go on . . . and then on the last page of the last chapter of the test book, page 99, it says stop, so you stop."
"The test book is very big."
"If you fool around on the test and answer something with the wrong answer even though you know the right answer, you have to go to the office. Because the tests are very very important."
So, I asked him how it made him feel to hear how very very important these tests are.
"Worried."
He's only a second-grader, and, President of Testing and President Obama's interests aside, I don't think these particular tests are even the biggies in terms of the State Report Card, No Child Left Behind, etc. Yet, the pressure is already huge.
The detrimental culture of testing goes even further than a week or so of pressuring small children like they're sitting for the LSAT. There's all those bland fill-in-the-bubble worksheets they do, starting in the earliest grades, to get them ready for tests later on. All the creative work they could be doing. And all the dumb movies they watch at school in the spring after the high-stakes tests are done and everyone gets to goof off because the very very important stuff is over.
Testing proponents maintain that testing helps, because it holds schools accountable for making sure every child succeeds. Unfortunately, every child does not succeed. Some states are already making tests easier and eliminating subjects, sometimes in order to address low scores or poor passage rates on graduation tests. What's wrong with this picture? Here in Ohio, budget cuts just eliminated writing and social studies tests for some elementary and middle school grades. So are the tests essential or not? Do they test something we value - or not? Are teachers going to stop teaching subjects that aren't tested - and what does that say about our educational values?
I'm no expert, but I strongly believe excellent teachers, sufficient resources, and creative curricula would do more for our kids than the barrage of tests they are now subject to. Do we want our kids to have a common base of knowledge? Ideally, perhaps, yes, although what the common base should be in a global society is another sticky question.
Our kids need to become literate (including mathematically and scientifically literate) citizens with well developed critical thinking skills and hopefully a dash of creativity. How do we get there? There's no easy solution. But bubble tests in a kiddie pressure cooker? I don't think so.
What do you think?
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3 comments:
So, here in MA, we don't have the IOWA testing that I so fondly remember. It felt like it happened every year, but maybe it didn't?
What we have instead is the dreaded MCAS tests - the state standardized testing. It starts in 3rd grade - in the spring, so the kids are probably 9.
I have an entire set of reasons why standardized tests irritate me: teachers pressured to "teach to the test", pressure on kids to perform on a specific type of testing that isn't indicitative of how they are as full students, etc.
But I will say that last year when my son Henry came home from school during the pre-testing prep days, here are the things that he said:
"Mr. Gatto says that we shouldn't worry about the test."
"This test is to show how well Mr. Gatto is teaching. It's to help him learn how to teach better and to figure out where he's not."
"Mr. Gatto says that this test is not the most important thing in your life. It isn't even the most important thing I'll do that day."
I loved how hard Henry's teacher worked on relaxing the kids, on not putting pressure on them. I liked that he taught them that, although they need to do their best, it isn't the single judgement on their intelligence or abilities.
Henry seemed so relaxed about it in fact, I felt obliged to mention that, although it helped his teacher see where he needed to improve his teaching, it also helped us see how well Henry himself was learning and he should not be so relaxed he didn't try his best (ahem).
I think MCAS does a decent job as a collective result -- how well an entire school/district/state etc. is doing teaching certain subjects. But I think it isn't a great indicator of how well an individual student learns or how intelligent s/he is. It's as if college entrance only looked at SAT scores. But life isn't a scantron test.
FYI, Sherri said the test that the 2nd graders took is not an important test, so she was wondering why it was stressed to Jonah that is was.
I LOVED the Iowa tests!
Heather - It sounds much better in MA. I am also guessing your kids' school is not on the brink of "academic emergency"! I wish we could have more of a Mr. Gatto vibe. Of course, Jonah has a great teacher, and some of what she said (or some other teacher said, thanks to open classrooms!) could just strike him differently than it would other kids.
Bethany, maybe the past test performance of each school is why there is more stress at Boulevard than Oxford? I don't know, but Boulevard is all about improving its test scores.
I forgot to mention this gem from Jonah: "No one can help us. If anyone helps us with the test, that person will be FIRED."
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