Archive for the ‘Assessment’ Category
#22) What Test Scores Won’t Reveal
Standardized testing should never be the sole barometer upon which school success is measured.
In Michigan, the MEAP (Michigan Educational Assessment Program) is the standardized exam that serves as a measuring stick for schools. I sincerely believe students should be formally assessed. I also believe schools should be evaluated and their effectiveness measured. However, neither the MEAP nor any other standardized exam could provide the full texture and complexities that make up a school. Thus, the use of test scores to measure the quality of a school is at best, limited.
When I was an assistant principal, the MEAP was administered in the late winter / early spring. During that time a peculiar scenario shaped my perspective. Michelle Baker was one of our best teachers and had the lowest performing class according to the MEAP results. Keep in mind, that “lowest performing” is a misnomer. I knew that one of her students began the year at pre-primer reading level. When finishing Ms. Baker’s third grade class, this student was reading at a late second grade level. Under Ms. Baker, his reading improved three grade levels; yet, he was still below grade level.
His MEAP scores gave us a snapshot of where he was academically. However, the test scores did not reveal how far he had come. Ms. Baker had worked a major miracle. Not only did the child’s reading improve, his confidence and overall attitude toward school improved significantly. What was even more remarkable is that he was one of several of Ms. Baker’s kids to demonstrate notable academic gains. But because, her students entered her class so low, even their tremendous growth was deemed partially proficient.
When I was principal of a start-up academy, all of our test-taking students were actually transfers from other schools. By this time, the MEAP was administered in the fall, and our school’s MEAP scores did not reflect our instructional efforts. Those scores reflected what did or did not happen at the student’s previous school; primarily the reason they came to our school.
Again, testing has value. However, it should be regarded more significantly as a tool that provides a one-dimensional view of a school. Want to know how many parents showed up for parent-teacher conferences? The test scores will not reveal that. Want to show trends of decreasing disciplinary infractions? Won’t find that in the test scores either. Care to know about staff-retention, administrative continuity, school culture and more? Don’t expect test scores to tell you that.
If it did not prompt such a loss of instructional time, I would more strongly advocate pre and post testing. At least with that information, everyone could see the effort extended by the Ms. Bakers in schools everywhere. Moreover, the advancement of the students would be measurable.
#5) What Did Your Students Learn?
Bill Watterson’s Calvin & Hobbes comic strip is a classic. In this particular strip, Calvin’s intellect, humor and sarcasm takes aim at lower level thinking skills and inadequate assessment. It is quite apparent that Calvin’s ability and understanding substantially surpasses the information required to pass the exam. When we consider that Calvin is a character in a comic strip, but that there are thousands of under-challenged students within our school systems – well, when we consider that, it is no longer funny.
As a principal, I would present a hypothetical scenario / question for my teachers. I would ask:
If a students memorizes all of their multiplication facts and another student does not. Yet, the student who does not rattle them off at top speed, but instead ponders them and sometimes creates illustrations that led to the correct answer. Which student has learned the facts? And which student has mastered the concept? Which is more important?
For a student to know that the United States became a country on July 4, 1776, is not quite the same as them understanding the conflicting forces that prompted the American Revolution. Moreover, as a teacher does your assessment tap into higher order thinking skills or can just rudimentary facts suffice as “knowledge”?
Perhaps a better question for Calvin would have been for him to describe at least three events that lead to the landing at Plymouth Rock. Or perhaps: why are they Pilgrims? If dates are important, have Calvin create a 100-year timeline, include 10 significant historical events and explain how they are connected.
Students who know “how” to think will be much more successful than students only learning “what” to think.
What do you think about teaching kids how to think?
School of the Week
If you are an early – childhood aficionado, then you would absolutely love Perry Child Development Center. Perry CDC is a school that serves kindergarten and pre-school. The staff is well versed in the nuances and learning styles of young learners. They have all-day kindergarten as well as Montessori classes. Recently, I had the pleasure to witness the spring concert, where a chorale of smiles (missing front teeth of course) eagerly sang their favorite Disney tunes. There wasn’t an empty seat in the place! As an educator, it is always heartwarming to experience a building designed with little people in mind, low window sills, lowered water fountains, bright inviting colors and moreover – a dedicated staff.