Note the highlighted comment as well- scary!
This link has been bookmarked by 15 people . It was first bookmarked on 14 May 2009, by someone privately.
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19 May 09
Josh AllenBlog post from Dr. Scott McLeod about how tests aren't the problem with education, it's the teachers.
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18 May 09
William FerriterI emphatically dispute these assertions. We must take ownership of our own culpability.
Our prevalent instructional model that emphasizes low-level, decontextualized, factual recall was dominant long before ‘the tests.’ Our challenges of providing higher -
17 May 09
Jon TannerFrom Dangerously Irrelevant- we need to stop using tests as a scapegoat for our detached, disengaged, irrelevant, superficial, boring teaching.
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16 May 09
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15 May 09
Dave TrussWe must take ownership of our own culpability...
It's not ‘the tests.’ It's our unwillingness and/or inability to do something different, something better.
It's not ‘the tests.’ It's us.-
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It's not ‘the tests.’ It's our unwillingness and/or inability to do something different, something better.
It's not ‘the tests.’ It's us.
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In my state, students don't take standardized tests until third grade, but test preparation was a major focus in K-2.
Students did little but complete worksheet after worksheet in kindergarten. The block corner was gone, there was no snack time, the dress-up box was taken away, and recess was reduced to just a few minutes. My son and his classmates sat at their little tables and silently filled out worksheets for the majority of the day. Talking, laughing or getting out of your seat was frowned upon.
In first grade, the timed math tests began. Shortly after students learned how to add and subtract, they were given daily math facts timed tests in order to "prepare" them for the ITBS math computation tests in third grade. Those lucky enough to pass the tests had their names posted on the winners wall in the classroom. Those who couldn't pass, were sent to the hallway to do flashcards with parent volunteers.
In second grade, the timed oral reading tests began. Each week, all students were required to read aloud as fast as they could while they were timed with a stop watch. Those that could spit the words out quickly enough to meet the benchmark number were rewarded with free reading time. Those that were deemed too slow, were given practice pages to read aloud, over and over again.
In third grade, they started timed writing tests. His classroom held a weekly contest to see who could write a paragraph the fastest using that week's vocabulary words. The vocabulary words were test prep for ITBS. The fastest child's paragraph was posted on the wall for all to admire.
Kids learned very early on that faster meant smarter and that slower meant stupid.
NCLB plays a part in the way school has been reduced to test preparation, but teachers chose to use all of these truly awful methods in the classroom. Teachers could have chosen different, more engaging, and more developmentally appropriate teaching methods, but they didn't.
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14 May 09
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