[Winona Online Democracy]
Joliene,
I'd agree with you that there is some value in standardized tests, as I
think they can be quite useful in assessing an individual student's
relative strengths and weaknesses compared to age-group peers. I'm thinking
of Special Ed assessment, where the goal is creating an appropriate
educational program for the student.
I think there is probably also some value at the district level in a SMALL
amount of "benchmark" testing, as long as results are used to strengthen
programing, rather than used for political grandstanding in giving
buildings or districts one-dimensional ratings (such as the infamous letter
grades doled out by the Carlson administration.)
I think the major objections come when an individual student's score on a
standardized test is used to determine their academic progress and/or
eligibility for a diploma. At least as objectionable are schemes to tie
teacher compensation to composite scores. These types of questionable
"accountability" are pretty recent, so I don't see why they're inevitable.
If the goal is an objective measure of student progress, couldn't outcome
surveys be undertaken that would get directly at how well students are
doing after high school? Are they able to succeed in education and training
that they have chosen to undertake? Are they able to participate
meaningfully in community life? Are they able to meet employers'
expectations and advance toward longterm career goals? Do they identify
themselves as confident and competent learners? I don't think standardized
scores tell us much about any of these questions.
You've talked several times about changing the tests to match what needs to
be taught. Are you thinking of changing tests at a local level, state
level, or ...? One of the things that makes standardized tests standardized
is that they are never customized or altered but are always administered
under identical conditions, so that results will be comparable regardless
of who took the test, where they took it, etc.
Maybe I'm just not understanding your points. Please clarify. Thanks.
Scott Lowery
> I would submit that Standardized Testing is a lot like Democracy, the
>best of bad choices. Testing by some means, is necessary. What everyone
>has difficulty with is 1) what areas require 'Mastery" and 2) how to
>measure it once everyone agrees on the objective. What does pass or fail
>look like. Another problem is that when we deal with the problem in
>the abstract, we can agree that current testing methods have problems.
>However, when solutions are considered we are often unwilling to agree to
>changes depending on how it affects our own Childs circumstances. The
>problem defies simple solutions. If I were to make a recommendation for
>change, it would be a continuous improvement type solution. a)
>standardized tests are needed BUT we need to look at what the tests are
>currently testing for and change them if necessary to reflect whatever
>it is agreed upon that we want our children to master at certain levels.
> b) There MUST be an alternative for those who don't pass. Perhaps it
>is retesting or perhaps it is evaluation by a more subjective system.
>For example, actually looking directly at the work done by the child,
>through one to one discussion and questioning or review by a panel
>(trained to have a consistent view of what is pass or fail) to determine
>if "exceptions" are warranted and how to address them. We can go on and
>on with examples and repeating words heard elsewhere and everywhere.
>What action is possible? 1) who can look at the current tests and
>describe what they test for? 2) who can look at the current
>curriculums of the grade or topic being tested and identify what is
>different, left out, not currently covered etc. 3) who should and can
>determine WHAT EXACTLY the tests and the curriculum should be teaching
>and being tested for and finally, 4) who has the authority to CHANGE
>the test to reflect curriculum or visa versa, change the curriculum to
>match the tests. Joliene [EMAIL PROTECTED]
Scott Lowery
461 Sunnyview Drive, Rollingstone MN 55969
home phone: (507)689-4532
school phone: (507)453-3888
home email: [EMAIL PROTECTED]
school email: [EMAIL PROTECTED]
"Not everything that counts can be counted, and not everything that can be
counted counts." Albert Einstein
"You can fool too many of the people too much of the time." James Thurber
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