Time on testing: 738 minutes in 3 weeks
Reader Comment: You should have seen our kindergartners trying to take their first round of tests this fall, using a desktop computer, a mouse, and a set of headphones. What a disaster. Anyone with half a brain can tell you why - -they are 5 years old! The only thing we are measuring is whether or not the child has used a desktop computer at home. It is a colossal waste of time and money, but the worst part is that their poor teacher can be fired based on this useless data.
I know that the Gates, Broad, Waltons, etc. appear to want a society that will be incapable of thinking because they are pushing the testing and education "reform" that is destroying public education.
Reader Comment: My kids CAN pass the tests but I don't want them taking them. When I finally started looking at the tests and the questions (in Washington State you can view your child's test) I realized how inaccurate and messed up they are (questions about the variables that impact car insurance costs--did you know what factors influenced the cost of car insurance when you were a sophomore in high school? BTW, NO math was required to answer that MATH TEST question.). I don't want my kids judged by their test scores on questionable tests and I certainly don't want their teachers judged based on those test scores.
The tests are there in order to make it appear that public schools are failing our kids so that for-profit charter companies can swope in and "fix" the schools. Of course, the charter schools do no better but they do get a lot of profit from the taxpayers before they have to fold.
Reader Comment: think that it is time for some civil disobedience. Anyone with me?
Reader Comment; If all the teachers and parents who believed we're overdoing testing would stand up all at once, it'd be over very quickly.
We're seeing resistance occurring in Texas, New York, California, Indiana, and Idaho.
What we're doing is bad for children and bad for America, so we need to better strategize to stop it.
Valerie Strauss: How much time do teachers and students spend on standardized tests? ThatĂ˘€™s one of the big questions in public education today, which Adam Heenan, a Chicago school teacher and member of the Chicago Teachers Union addresses here.
By Adam Heenan
A few days ago, a colleague walked into our social studies department with a bubbled-in answer sheet from a test he had just administered. One student had turned the sheet on its side and bubbled in the colloquial acronym Ă˘€śYOLOĂ˘€ť Ă˘€” You Only Live Once Ă˘€” on the exam. The teacher had created the test, but to the teenager, it was just one more exam in a seemingly endless series of bubble-sheet, auto-scored assessments.
I laughed at what the student had created, mostly because the Ă˘€śYOLOĂ˘€ť script was evenly distributed across the length of the bubble sheet, demonstrating the studentĂ˘€™s skill in measurement and design. But of course it isnĂ˘€™t funny. In my school, in just three weeksĂ˘€™ time, I have calculated that we spent 738 minutes (12 hours and 18 minutes) on preparing for and administering standardized tests. Our students are experiencing testing fatigue, which makes the results from each successive exam they take more invalid and the data about student learning more inaccurate. I canĂ˘€™t blame this student for speaking out against the excessive use of testing throughout our schools.
Though many people are waking up to the teach-to-the-test craziness gripping our schools, there are still many people who donĂ˘€™t understand the problem. They remember taking a few bubble tests as kids and didnĂ˘€™t think it was such a big deal Ă˘€” and for the most part, it wasnĂ˘€™t. At no time before now was kindergarten ever synonymous with 14 different tests per year, as journalist Ben Joravsky of the Chicago Reader has pointed out.
But the one-day, once-every-few-years standardized testing experience they remember is a far cry from the pervasive, high-stakes phenomenon testing has become. In order to make better policy choices about how we spend our precious education resources, the public needs to know just how much time and money has been spent on high-stakes testing in the No Child Left Behind era. This is why I and others have pushed for a full audit of the time and money that has been spent on all of this testing and test-prep, a call now supported by both the National Education Association and the American Federation of Teachers.
This year alone, my colleagues and I have devoted a significant chunk of the additional time we were supposed to have for teaching and collaborating to testing. By mid-October, our school had already sacrificed a weekĂ˘€™s worth of teaching and learning time for ChicagoĂ˘€™s standardized beginning-of-the-year exams for students in their regular classes, to be repeated for the middle-of-the-year and end-of-the-year exams as well. There have been two days of Ă˘€śtesting schedules,Ă˘€ť where teachers and students in grades 9, 10 and 11 have had to sacrifice instructional time for EPAS exams (the system of grade-aligned tests from ACT). We have devoted our own time to looking at the data, and common planning time to talking about looking at the data and learning the testsĂ˘€™ gibberish language of Ă˘€śRIT Bands,Ă˘€ť Ă˘€ścut scores,Ă˘€ť Ă˘€śBOYs, MOYs, and EOYs,Ă˘€ť none of which translate to classroom practice. It seems like every single professional conversation we have is not talking about students, but rather about the tests others create.
And because the stakes of these tests are so high, even the allegedly Ă˘€śoptionalĂ˘€ť tests and interventions becomeĂ˘€”culturally, if not officiallyĂ˘€” mandatory. Officials higher up on the school district chain of command constantly warn those of us down below that Ă˘€śwe must get our test scores up,Ă˘€ť that Ă˘€śour school has been on probation way too long,Ă˘€ť and that test-driven sanctions like closure or turnaround are constant threats. Because test scores are being misused as evidence that schools and the people in themĂ˘€”including administrators, teachers, students and even the lunch ladyĂ˘€”are failures in teaching and learning, administrators and teachers succumb to the pressure to focus ever more closely on testing.
My colleagues and I are tired of the obsessive testing culture in our school. We just want to teach. And judging by all the petitions, testimonials and even wristbands weĂ˘€™ve seen echoing that sentiment, this is a national problem, not just ours.
We need to know how much time and money test-driven policymakers have diverted from teaching and learning into testing, and to show what we could be doing with those resources instead. Because, letĂ˘€™s face it: You only live once, and we canĂ˘€™t afford to waste precious minutes of our childrenĂ˘€™s education.
Washington Post Answer Sheet
INDEX OF NCLB OUTRAGES