Introduction The Center for Creative Education in Palm Beach County provides arts integration programs to K-2 students. The Center structures its school support by pairing teaching artists who partner with regular classroom teachers to deliver the creative arts integration. The … Continued
Factory-Model Schooling One of the ways in which we think about teaching and learning is to ask what do we want our students to learn. Although this is a great question, the answers that teachers and schools choose often lead … Continued
Poverty in Education I have been writing recently about the cost of poverty to children’s learning. How can we expect schools to do their best when more than half of the students who attend these schools are on free and … Continued
A new book by Linda Nathan is just out and it tackles five myths we tell many of our students in K-12 schools. The book’s title refers to one of these myths, that if you, the students, can just apply … Continued
It is a feature of the American system of education that the local school board has control of how students are educated. This local control promotes a kind of accountability that feels like each of our communities has their hand … Continued
Testing school children is a very old tradition. At the school level, every teacher thinks about how they will know that students are learning their curriculum. Summative assessment, e.g., giving a quiz at the end of the chapter or unit … Continued
Liz Hallmark writes in the Democrat and Chronicle recently (Feb. 5, 2015) about, Gov. Cuomo’s call to increase the use of student tests in teacher evaluations. I commend her article to you. In “Passing the Tests” she writes about the over use of tests, the proper use of tests, and the need to join networks that support a better conversation about tests.
Bill Cala, interim Superintendent of Fairport, recently challenged Governor Cuomo’s call to increase the use of student test scores in teacher evaluations.
The use of tests to measure student learning has been fluctuating for many years in New York State. This is a result of the Common Core curriculum implementation without proper professional development for teachers and without proper pilot testing of state tests associated with the Common Core.
Tests should be useful. The best ones are those that can diagnose what students have or have not learned from class. Results from well-designed tests allow teachers to customize and target their teaching rather than constrict it toward further uniformity (Democrat and Chronicle).
I recently had the good fortune to be at Teachers College for the “Testing Then and Now” conference held on December 9, 2013 in New York. The three sessions of speakers focussed on the history of testing contributions by faculty at Teachers College, the backlash against testing today and The Gordon Commission on the future of assessment in education. What a gift to be brought together with all of these perspectives in one room! My thanks go to Madhabi Chatterji, director of AERI, and to partner organizations IUME, ESPA and all the participants for an illuminating look into the diverse world of testing. Several views on testing were highlighted, including…
The education reform I envision is based on more accurate assessment of student learning. We have to look at the evidence for student failure under previous reforms, including the current standards/accountability reforms that ask for ever more intense standardized testing. The reforms of the last twenty years depend on the use of standardized testing to hold states, schools, teachers and children accountable. On the surface of this reform, standardized testing sounds like the most efficient way to measure student learning and hold the system accountable for its effectiveness. But instead of accountability, it has produced failure. More students are failing. More teachers feel like failures. More schools are failing larger numbers of students.