Goldring and Berends (2009) state that standardized tests and formative assessments should be teamed up to provide a clear idea how the child is progressing academically. In a perfect world. I would agree, but in a NCLB world, I have to smother a snide snicker. Personally, I don’t see a great deal of this happening.

I have the pleasure of going to many different schools to supervise student teachers, and I have to say, I am so impressed with what I am seeing. My student teachers, guided by excellent cooperating educators, are coming up with wonderfully creative formative assessments that give the students hands-on, authentic learning. I leave the observation with goose bumps because the learning is so infectious and fun. I learn new stuff every time I visit.

Formative assessments guild much of their teaching and it’s obvious that the children are learning. It gives me hope for the future of education. Then reality smacks me upside my head. According to the big picture of modern education, all of this wonderful teaching is at the mercy of that end of the year monster…. The High Stakes Standardized Assessment. It’s a shame. You can produce awesome formative assessments and get kids excited about learning, but sometimes… it just doesn’t help.

True story: One of my student teachers was talking with a boy who was working on some math problems. This boy was very intelligent, but had some emotional issues. He told this teacher “. . . even if I do good on all my daily work it doesn’t mean anything because I’ll only go on to the next grade if I pass the CRCT.” He’s right! My question is why does an elementary child have to worry about this in the first place? Young children should not suffer anxiety, depression, and health issues because of one lousy test.

How can this be improved?

Allow teachers to use formative assessments that have real meaning.

Use authentic assessment and portfolios to document learning.

Use standardized assessments as a part of the puzzle, and not the determining factor.


What challenges do we face?

No Child Left Behind, politicians, the media, members of the public who have been conditioned to think that a school grade, and a child passing a high-stakes assessment equates to real learning. People keeping silent does not help much either. I realize people fear for their jobs and stay quiet, and I know there are millions of educators and administrators who think our current form of test manic education is the wrong thing to do. If you can't speak out loud, start an anonymous blog… be loud and heard. If enough folks do this, attention will be paid.


Reference

Goldring, E. and Berends, M. (2009). Leading with data: Pathways to improve your school. Thousand Oaks: Corwin Press.
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Keeping Up With The Joneses

Girden (2001) writes that the general idea of Standard-Based Reform would set standards for every student regardless of one’s personal background or the particular location of his or her school. I don't see much to argue with here, but the text went on to say. That such accountability provides flexibility to schools that “. . . would permit them to make the instructional and structural changes needed for the students to reach the standards" (p. 27).

I have to say, that in my particular corner of the world, this last statement is pure fantasy. I have yet to see how standardized assessment provided one iota of flexibility to the curriculum, especially when it involves students who are doing poorly on the endless succession of benchmark testing, reassessments, etc. This, it seems, cuts down flexibility to a trickle, if that.

It would be interesting to see a case study which uses authentic assessment in such a way that each standard is accessible to each child in ways that prove that she or he understands and can generalize the principals of the standard. These standards would be reached via a plethora of student work that capitalizes on his or her learning style and multiple intelligences. Results (proof) would be stored in a portfolio that moves each year with the student.

Unfortunately, folks tend to be driven by data, even if that data reflects some ambiguous percentile on some ambiguous assessment. We have a need to compare, contrast, and see how we are comparing to the Joneses. Well, sometimes the way Jones operates doesn't work particularly well for Smith.

Taking data using authentic assessment would provide rich qualitative information such as student feelings about their accomplishments, the difficulty of the tasks, the relevancy of the task/standard to his or her life, and so on. The results of these qualitative data could easily provide quantitative results too. Example: 65% of the student who chose to do a class speech on the Civil War as their final grade project, covered all expectations listed in the syllabus.

Authentic education just makes sense.

Drop Everything and READ

A colleague of mine once stated that reading for pleasure has been replaced by test preparation, and she’s lucky to squeeze in 8-10 minutes a day for independent reading. This is a pathetic example of over test prepping to the maximum. I don’t blame the teacher in the least. I do blame the system that puts state and federal testing in front of the real learning that can happen with well-organized independent reading. I tend to get in a tizzy when I hear crazy things like this. How in the world do the people in charge think this can be best practice? I know the same scenario plays out in districts across the country.

If you want children to become better readers you must:

1. Provide students time to read
2. Give them a variety of reading materials from which to choose
3. Don’t overlook the magic of comic books, manga, and graphic novels. Such material can be gateways into stronger literature
4. Model reading. Have Drop Everything and Read (D.E.A.R.) time every day… this includes the teacher
5. Most importantly, inspire a love of reading. Teachers can do this by blessing the book.

Blessing the Book I can’t help it; every time I read the phrase (BLESS THE BOOKS) I have flashbacks to Catholic school. Bless the Books conjures images of the Pope decked out in his fine silk vestments, his miter planted firmly on his head. papal Pastoral Staff in one hand, and a copy of Captain Underpants and the Wrath of the Wicked Wedgie Woman in the other. The Pope speaks, and all that have ears to hear shall listen. “I give my blessing to Captain Underpants and the Wrath of the Wicked Wedgie Woman. It’s a fun read and I especially like the "Flip-O-Rama", Okay, it probably wouldn’t happen, but if a teacher makes a big deal out of a book, or a series of books, a kid will run to be first in line to get a copy.

Teachers-at least in the elementary grades-really do have a great amount of influential authority; their students do not overlook what they say and do. It’s a simple process that works quite well. A problem occurs when you talk up a book, and there aren’t many copies available. Make sure there are plenty of titles; either in your room or in the media center.

Even though Blessing the Books, gives me psychotropic vacations, I still think it is one of the best ways to promote interest in reading a book. It reminds me of a quote from Canadian writer Laurence J. Peter. “Television has changed the American child from an irresistible force to an immovable object” (Peter, 2000). We have big competition for the hearts and minds of students. We need to sell the book, sell reading, sell literacy; we need to make it relevant. Let’s face it; we’re in competition with many diversions, which includes Nintendo Wii , Smart Phones, Twitter, Facebook, Youtube. It's easy to see why kids will choose an electronic outlet instead of reading. We have lots of work to do.

Reference

Peter, L. (2000). Retrieved December 22, 2008 from http://www.brainyquote.com/quotes/authors/l/laurence_j_peter_2.html

At any age, constructive learning should lead to wisdom. Confucius, wrote "By three methods we may learn wisdom: First, by reflection, which is noblest; Second, by imitation, which is easiest; and third by experience, which is the bitterest" (n.d.). If one uses reflection with open eyes, an open mind, and an open heart, what she sees will be clear as crystal. However, if one reflects with blind spots, what he sees will be murky and unusable. I suggest that Confucius was only partially correct. Reflection without action is not noble. True nobility comes when one acts upon what one has learned during reflection and then uses this new understanding as an agent for growth.

More Teachable Moments

You have to grab teachable moments and run with them because they can make learning real. My philosophy is If it's worth detouring from the lesson, it's probably something worth learning.

Here's one of my favorite teachable moments. I was teaching beginning English to immigrant folks, and one day I went into Subway to get a sandwich, unfortunately the lady behind the counter had the worst enunciation I had ever heard. It was painful to hear and I was constantly saying "'what". Finally, I said yes to everything and got some sort of sandwich. Nothing I really wanted, but at least our conversation was over and she wouldn't have to hear me say "what" every five seconds.

Anyway, that night in English Class, I told this story, and said that from now on, we were going to work on proper enunciation so impatient Americans wouldn't be saying "what" every five seconds.

We started doing "Moses supposes his toeses are roses, but Moses supposes erroneously... blah, blah, blah", and several other tongue twisters that I knew would help them with their diction. Not on the lesson plan... but vital to their English language success.

Werewolves

About werewolves: I'm not suggesting that all principals have evil Canis Lupus tendencies. However, I do suggest that all administrators take a deep look into his or her own soul and ask him or herself "Am I a werewolf? Do my claws come out, and do I howl at the moon when benchmark testing and the high-stakes assessment time comes around? Do I look at people and think of how nice it would be to smack them into next week?" All of this is figurative, of course. None the less, teachers, administrators, or the prez, should take time to ask him or herself... "Is the way I am conducting myself honorable and with the best interests of all involved?" If there is doubt or guilt, fix the problem.

NEW TEACHERS

Too often, new teachers are left withering on the vine without the proper support to help them survive that tough first year. The attrition rate of new teachers is astounding. New teachers should have a friendly, wise, helpful, and understanding veteran educator as a mentor. Someone who can lend an ear, give professional advice, and provide support when the kids and the job get tough. Four years of college, a few practicums, and a semester of internship is usually not enough to get a person ready for his or her own class.

On the job is where the real learning happens, In other words... in the fire, without the benefit of a safety net. That's a crazy way to treat a new teacher. Too often do the new teachers get the crummy converted trailer as their classroom, and they're stuck out there all year long trying to get by... alone. Administrators need to ask themselves, "Is it easier to replace lost faculty each spring, or is it in my best interest to nurture the newcomers, and help them succeed in the profession.” That seems like a no-brainer to me.