Thoughts on PARCC and Other Tests

 

This article was written by JC Bowman, Executive Director of Professional Educators of Tennessee. The article notes that the road ahead for PARCC and for other Common Core connected assessments is complex and requires careful navigation.

There has been a renewed focus on the role of testing across the United States. This has opened a new dialogue among stakeholders, as well as policymakers. It is clear that new policies are needed to reflect the changing landscape in education and maximize changes in technology. As assessments will also be changing, data protection is a must. The ancillary debate is “Should the state bear the expense of testing, or is it a local responsibility?”

 

The debate is not merely about the pending and still experimental PARCC or Smarter Balanced Assessments. In fact, there will be probably 10 to 15 less expensive assessment options under consideration. Additionally, there are the assessments of the states that are not Common Core State Standard members, for a total of about 20 possible assessments designed to measure a common set of standards. Some of these options may become a necessity if a “Plan B” is needed in case the PARCC exams become too costly or are proven to not be a right fit for Tennessee.

 

The purpose of testing should be to determine if a student is making satisfactory progress from grade to grade in grades 3 through 12. Our belief is that a standardized test is inappropriate within the K-2 setting. The use of assessments should allow educators to better assist students who are behind their peers to ensure they receive the help they need immediately to get back on track. In addition, those students who meet or exceed expectations can be monitored to make certain that they continue to excel. In the 9-12 setting, end-of-course (EOC) exams may still be an option if they are not discontinued. How many tests are needed? How often should they be administered? What is their purpose? These questions need to be asked frequently by stakeholders and policymakers.

 

The attraction of emergent technology is that it will allow educators to effectively identify and address student needs, if there is timely feedback. This ongoing transformation will continue to impact student learning – and advance prescriptive teaching. Students will need to demonstrate their mastery of knowledge or skills in a range of contexts. Assessments should allow educators to gauge their students more efficiently, and provide them with concise and accurate data to permit more focused support to students on an individual basis.

 

Most colleges and universities across the nation use the ACT, the SAT or both as part of their admissions procedure. The vast majority of state colleges and universities admit most of their applicants, and do not require minimum scores for admission that represent college readiness. A significant number of students require remediation. Is that a fault of the K-12 community or a failure by higher education? Perhaps greater dialogue and collaboration is needed. That is a discussion for another time.

 

The ACT test predicts a student’s prospect of earning credit in entry-level courses, but has not been aligned to states’ K-12 academic standards. This is also true of the SAT. The SAT is not designed to specifically predict college entry-level course success. However, it does provide predictors of overall college success, retention and completion. Both the ACT and SAT are in the process of fully developing their own suite of CCSS aligned assessments.

 

Stakeholders and policymakers all want what is best for public education. However, the road ahead is fraught with complexity. If we are going to take the time and expense to create standards, it stands to reason we will measure to see if students have in fact learned them. The purpose of testing is to guide educators on how and what to teach students so that education goals are met within a community, state and nation. We must keep focused on achieving our educational goals as a state and a nation.

For more on education policy and politics in Tennessee, follow us @TNEdReport

 

TEA Calls for Moratorium on PARCC

The Tennessee Education Association (TEA) issued a statement today calling on the State of Tennessee to reconsider participation in PARCC – a consortium of states administering a Pearson-designed test to assess Common Core skills.

The statement indicated that TEA supports the Common Core State Standards but has concerns about the PARCC test.  Neighboring Kentucky, an early Common Core and PARCC adopter, recently chose to stop using PARCC.

Here’s the TEA Release:

The Tennessee Education Association issued a statement today calling for the state to put the brakes on its plans to use the Partnership for Assessment of Readiness for College and Careers (PARCC) assessment in conjunction with the Common Core State Standards.

 

“TEA believes Tennessee needs to reconsider the use of the PARCC assessment,” said Gera Summerford, TEA president and Sevier County math teacher. “First and foremost, we object to our students being set up to fail. Any assessments aligned with the Common Core standards should ensure no harm is done to Tennessee students, schools or educators. Though PARCC supporters speak of an apples-to-apples comparison of student achievement, Tennessee students will be measured against states that invest thousands of dollars more per pupil.”

 

“TEA supports the more rigorous standards that are included in Common Core, but the implementation must provide adequate time and resources to be effective. Tennessee teacher involvement in standards development and implementation is critical to ensure the standards are developmentally appropriate for all students,” added Summerford.

 

“While thousands of teachers and administrators have received training, more support and resources are needed,” the TEA president said. “Many school districts lack the necessary technology for student access to the PARCC.”

 

“Teachers do not oppose testing and accountability. Teachers do oppose an over-reliance on summative standardized test results above all other indicators of student learning, particularly on a test that has not been properly vetted,”  emphasized Summerford.

For more on Tennessee education politics and policy, follow us @TNEdReport