IIn a world focused on accountability and test scores, it’s vitally
important to create a balance in our schools. We should ask ourselves: what
kind of people do we want our students to be when they graduate? What are the
abilities and knowledge that we should be incubating within our schools to
guarantee the values we prize in society? Testing should be used as one of the
tools to assess what students are learning. Data should be used to provide
information about our practice, and to identify the individual needs of the
students, “use of discourse as an analytical tool rather than a means for control”
(Ylimaki, 2010, p.55). Our desire to help children develop into authentic
individuals, democratic citizens and community advocates should drive our
choices in the curriculum. Choices need to be made about what subjects should
be covered, and these choices need to include an extensive cultural and
intellectual appraisal of the members of the classroom. In this manner, the
activities can mirror the actual realities of the students and evolve into a
cohesive curriculum.
For this to be accomplished a relationship of trust and a
collaborative culture that values open and honest communication must exist
between teachers and leaders. In addition, key decision makers in the school
can utilize the guidelines the state standards recommend, and amalgamate them
with the ones found to be essential to that particular community and their
corresponding vision. As a result, students will obtain a deeper understanding
in key subjects as opposed to a perfunctory and superficial one. If the goal is
to produce successful students, it’s in every one’s best interest (students,
teachers and leaders), to contribute to this ongoing and ever changing process.
Working together to create a greater scope of knowledge will not only enrich
the curriculum in schools, but will also create a more inquiry based school
environment, helping students experience that learning is an active and
passionate process. If the passion is there (the wish for knowledge is
ignited) it is a sign that things are working well. This will hopefully lead to
a school culture that fosters inquiry and community, where students will grow
to become individuals fully prepared to contribute in society, with strong
tools and an active desire for positive change.
I can definitely see progress within schools and across the state as we look at the variety of information state wide assessments provide. While we can all discuss our feelings on MCAS, we are required to participate in it and I feel it is our obligation as educators to utilize the information we can gather from the experience and use it in a greater capacity to challenge our teaching, the students, and the system for growth.
ReplyDeleteMCAS Alt portfolios are an example of growth over the last eight years. The need for improvement continues to be present; however they have gradually worked at creating a more authentic and reflective way to represent our students and their learning. Standards based assessment has challenged our field to collaborate and utilize curriculum that both reflects the general curriculum and our students’ abilities and needs. As a school we have been a part of the development process and the improvement in the state wide resource guide for access to the general curriculum. The Alt Portfolios have grown to reflect progress over time with various levels of support, and a wide range of access to the general curriculum for all students. This is beginning to allow us use the process as a tool for collaboration around curriculum, and most importantly reflect the growth of each and every student. We still have a ways to go but our participation is providing meaningful data that can be used to benefit many aspects of our school community.
I agree that we need to take a balanced approach to using data in education, particularly when evaluating teachers. As the state of Massachusetts moves to including test data in teacher evaluations, we cannot forget the host of variables beyond the teacher him or herself that impact student achievement. We must collect valid baseline data so we can measure the progress that a students makes. Raw scores alone tell us more about the proficiency of the student than the impact of the teacher. Used well, however, student test data provides a wealth of information on the strengths and areas for improvement for a student and a school. We should have more data, not less. We just need to be careful how we use it.
ReplyDeleteThere are a couple of interesting points that come with the use of assessment beyond tools for gauging learning. Back to where you started, if schooling is (at least partially) about character formation, then how do standardized tests fit with this? If learning is a process and we are trying to look at a school like a garden instead of a factory, then what is the role of tests? I don't think they aren't important or useful, but high stakes testing can perpetuate a banking model of education. You rightly point out the relationship between the tests and the school leaders understanding of a culturally relevant curriculum. It's a fine line to walk, especially taking into account the students. How can test ignite passion? My experience is that it is usually the opposite, tests can extinguish the flame.
ReplyDeleteRoberto's comment: I have been working in Catholic high schools for 8 years and there is no doubt in my mind that many parents send their kids to Catholic schools to avoid the MCAS. I know that some of our students would experience much difficulty with the MCAS. I have never been a fan of standardized tests, especially since I have never been a good test taker. However, if standardized tests are going to continue to be so high stakes then the test should be reconstructed and designed by individuals that represent various ethnic/cultural groups. Additionally, there should be alternatives such as portfolios in which students can demonstrated their knowledge
ReplyDeleteRoberto's comment: I have been working in Catholic high schools for 8 years and there is no doubt in my mind that many parents send their kids to Catholic schools to avoid the MCAS. I know that some of our students would experience much difficulty with the MCAS. I have never been a fan of standardized tests, especially since I have never been a good test taker. However, if standardized tests are going to continue to be so high stakes then the test should be reconstructed and designed by individuals that represent various ethnic/cultural groups. Additionally, there should be alternatives such as portfolios in which students can demonstrated their knowledge
ReplyDelete