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Advice for ParentsTesting the life out of learning
By Leanna LandsmannQ:
You're not alone in the Lone Star state. Many folks worry about the impact of
the state's intense focus on testing. One Houston fourth-grade teacher says she's
taking early retirement because "my job is to teach to the test. There's
no time for the 'teachable moment.' No time for arts, music or a class project.
I'm not against testing, but it's way out of whack." It's not fair
to single out Texas. "Since the passage of No Child Left Behind (NCLB), virtually
all public school students take tests in math and reading, and soon science, in
grades 3 to 8, and at least once in high school," says David Berliner, Regents'
professor of Education at Arizona State University. "When you add benchmark
tests and district assessments, the time spent preparing for and taking tests
has increased exponentially." What has all this testing achieved?
Not much, says Berliner. "On measures such as the National Assessment of
Educational Progress (NAEP), there are no reliable increases in scores. Nor have
we narrowed the achievement gaps between students of higher and lower socioeconomic
classes." We're leaving more students behind by testing the joy out
of learning, cautions Berliner. "When we overvalue testing, we undervalue
learning. High-stakes testing encourages teachers to view students not in terms
of their potential, but rather as test-score increasers or suppressors. Students
quickly pick this up and realize they are defined as winners or losers on the
basis of their test scores." What can be done? High-stakes tests are
not likely to go away, but you and other parents can work with educators to change
the focus. Share important research: Since school policies should be informed
by research, share data showing that learners are more likely to enjoy learning
when activities are meaningful, fun or interesting. "When teachers spend
weeks in repetitious drill that boils down content to isolated bits of information
for a test, there is little time for interdisciplinary activities and projects
that engage students and help connect the dots about what they're learning,"
says Sharon L. Nichols, assistant professor, University of Texas, co-author with
Berliner of "Collateral Damage: How High-Stakes Testing Corrupts America's
Schools" (Harvard Education Press, 2007). Research also shows that
students persist and work hard when they perceive the purpose of learning as self-improvement
or achievement of personal goals, says Nichols. A high-stakes testing climate
sends the opposite message: that the primary purpose of learning is to score well
on the test. Rename the rallies and events: Ask administrators to refrain
from test-prep rallies or social events that focus specifically on testing, says
Berliner. "These reinforce the impression that the test is the only thing
that matters in school. To foster a community of learners, rename the events to
emphasize and celebrate learning in all its varieties: completing outstanding
science fair projects; presenting classroom projects to the town council; writing
poetry, essays, and plays and so on. A school could hold a monthly Rally for Learning
celebrating a range of genuine achievements." Reframe the purposes
of schooling: Work with educators to send a school-wide message about the joy
of learning. "Students want to learn. They like to be smart. Rather than
plaster school walls with posters about an upcoming test, celebrate knowledge,
motivation and inspiration. Eliminate the word 'test' from any banner, poster
or slogan, and, instead, use language that focuses on mastering knowledge, improving
individual performance or valuing school for enhancing one's future," suggests
Berliner.
Create a warmer climate: Intense testing fosters intense competition,
especially when cool rewards go to high scorers. We know from research
that students are more likely to attend school and excel when they feel they belong.
Feelings of connection lead to greater effort, greater persistence and positive
attitudes. Feelings of rejection have the opposite effects," says Nichols.
"Foster a climate of caring and cooperation." ---
Do
you have a question about your child's education? E-mail it to Leanna@aplusadvice.com.
Leanna Landsmann is an education writer who began her career as a classroom teacher.
She has served on education commissions, visited classrooms in 49 states to observe
best practices, and founded Principal for a Day in New York City.
Copyright 2008, United Feature Syndicate, Inc.
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