About 6 months ago, I accepted a position to teach in the Gallup district schools. I was assigned to a small town school where I knew testing would be a common occurrence- in the education world we call it "assessment" to make it sound less imposing. We are a data-driven school in a data-driven world!
I am not here to editorialize (okay, maybe a little), but more to discuss the student reaction to the waves of testing. Examples of student response....
"Why are we doing this?"
"What does "subject-verb" agreement mean?"
"Why do I HAVE to do this?"
"Done." (after waaaayyyyy too brief a time.... sigh)
"Am I dumb if I get this wrong?"
"How did I do?" (again, after waaaayyyyy too brief a time.... deep heaving sigh)
So, if we analyze data, let's use this data direct from the students. Despite repeated explanations, students understand instinctively that a 10 question quiz with one open response does not exactly constitute a fair evaluation. It just doesn't. A second quiz on grammar was only a few questions longer. This grade was added to their GPA and also determined their status, and our school status and my teaching status. Yikes. Although my students will hate me for saying so, this test needs to be waaaayyyyyy longer. Like 40 questions longer. At least. It needs to feel weighty and make sure it is getting a true picture of their comprehension. I want data to feed into my teaching practice, but I also crave accurate data. Let's say, scientifically, we need a larger sample size with a more reliable measurement.
Let me just address the responses of my students that pertain to their feelings of self-worth. (Big, hyperbole-inducing sigh) Guys, are we serious??? We speak to bully-prevention and tack up positive posters and Positive Behavior Reinforcement all day long. Then we administer an incomplete test with questions that are confusing to a group of students who desperately need to build confidence in order to develop that "grit" we are all trying to instill in our students.
How? How do I not teach to the test? How do I cover standards when I just need to hand out hugs? I know that's a bit touchy-feely and gets us into difficult territory, but really... let's think about Maslow's Hierarchy of Needs.
If we know our students are not fully meeting their physiological needs, and we are not able to meet safety and security... or love and belonging.... or self-esteem... How will they reach self-actualization? Who are the people we are producing in our class? Passing the buck, refusing to admit you are part of the village it proverbially takes... these are the ways we are failing our next generation.
If you feel the need to point the finger, look in the mirror. Each day is an opportunity for kindness. Are the current policies in education a kind part of the work we are doing? Using the evaluation we cite in Bloom's Taxonomy....
It is considered necessary to CREATE a better system. I am looking for a show of hands here.
With all of that said, the things that work again and again in classrooms the nation and world over are simple.
Organization
Clear Expectations
Energetic Educators
Caring Educators
Knowledgeable Educators
Resources (you know, books, teachers, materials, etc.)
....
Suggestions are welcome. This is a conversation that needs to take place. I consider myself a life-long student. I also consider teaching my own calling. Letting another year, term, week or day go by before better things happen is failing. And that is something I REFUSE to let my students do.
