A recent op-ed in the Boston Globe discusses how standardized testing is not the enemy. The two professors who wrote the piece made some really great points that I wanted to share with everyone, especially teachers. I am going to break down each section of the op-ed, but please read through the whole article.
The testing effect
The act of testing students will allow them to retain more information.
The testing effect is the idea that trying to remember something leads to greater learning than just re-reading information. In one famous experiment, participants tried to learn information from a textbook either by repeatedly re-reading, or repeatedly writing out everything they could remember after reading the information only once. The strategy of writing from memory led to 60 percent correct recall of the material one week later, compared to only 40 percent in the repeated reading condition.
But despite its effectiveness as a learning strategy, the testing effect had to be rebranded to the less scary/more fun-sounding “quizzing” and we have had to come up with more and more subtle ways to produce the effect without students realizing that they are being tested — somewhat akin to hiding broccoli in brownies.
Testing anxiety is talked about a lot when discussing standardized testing. Having more tests, which would be lower stakes, may make students less anxious about taking these tests. Additionally, the professors noted that informing the students that the anxiety they feel will be helpful on the test will ease the student’s concern.
Researchers have found one promising method in which students are told that the anxiety they feel before a test is actually helpful – not harmful – to their test performance.
Could teachers and parents be the problem with test anxiety? I hope someone will research this soon.
Finally – and this is something that ought to be examined empirically – the negative views of testing repeated by teachers and parents may be feeding into kids’ anxiety and test-aversion. Just like public speaking, tests are an aspect of education that kids tend not to like even though it’s good for them. Our job as parents is to realize that the benefits of testing outweigh the inconvenience of dealing with kids’ complaints.
Teaching to the test
This section talks about how many teachers feel they are preparing for a test that is made by outside forces that do not have any classroom experience.
This may be based on the myth that “teachers in the trenches” are being told what to teach by some “experts” who’ve probably never set foot in a “real” classroom. What these defiant teachers fail to realize – or simply choose to ignore – is that these experts are groups of carefully selected individuals that always include well-seasoned “real classroom teachers”, who guide the decision-making on what material should be assessed by the tests.
Standardized tests are biased
I hear this one a lot from teachers. If you think a test that is carefully crafted by teachers and researchers is biased, your own teacher assessments are much more biased.
Standardized tests are not the great equalizer that will eliminate discrimination. But it is highly unlikely an individual teacher alone could create a more fair, unbiased test than many experts with access to a lot of resources, a huge amount of diverse data, and the ability to refine tests based on those data.
The lack of prompt feedback
The lack of prompt feedback is always on teacher’s minds. It usually takes a long time to get feedback from these assessments, and we need to find a better way to receive prompt feedback on these assessments. With the rise in computer assessments, I hope we will be able to get feedback very quickly in the coming years.
In the absence of direct measures of learning, we resort to measures of performance. And the great thing is: measuring this learning actually causes it to grow. So let’s reclaim the word testing, so that the first word that comes to mind when we see it is “effect”.
I am so glad that I stumbled across this op-ed. I hope you will read the rest of the op-ed.
What’s painfully obvious to me is that the author doesn’t have any children of his own or enough experience as a teacher to understand how wrong he is about standardized testing. I would not want my child in his class.
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The author is a TFA teacher with one year of experience and doesn’t even have a real teaching license. The author should focus on getting a real teaching license before he tries to state what polices are and are not appropriate. It is insulting to those of us who teach and went to school for multiple years to have some young non-licensed teacher trying to tell US the virtues of standardized testing when he himself won’t have to deal with the data after his second year of TFA.
Hi. I am not a part of TFA. I am currently finishing up my 2nd year teaching. I have also been in school for multiple years, having just finished my coursework in a PhD in Literacy Studies. Thanks for sharing your opinion!
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