It is fanciful to suggest that a single score on a standardized test is somehow going to assess the overall effectiveness and quality of a teacher or measure the academic, social, and emotional impact a teacher has had on his or her students and how that will be manifested and revealed in their future endeavors and accomplishments.
Many reformers are also convinced that a standardized test score will provide evidence that a student is “on track” to be ready for college and careers.
Unfortunately, the decision to couple standardized tests with the Common Core Standards and to attach high stakes for accountability purposes will often distort classroom instruction and actually diminish student readiness.
While the Common Core Standards may claim to “ensure” that all students will be ready for diverse colleges and careers, classroom instruction is focused primarily on preparing students for standardized tests.
It seems ed reformers are not aware that employers are not hiring text-dependent thinkers who have been trained to correctly answer Common Core multiple choice questions by disregarding plausible answers…
“It’s not a multiple-choice world, employers say. Don’t send us graduates who only know how to solve multiple-choice problems…
Today, educators all over the U.S. are reinventing liberal education in ways that blend the best strength of the liberal arts and sciences…including their constant focus on real-world contexts and decision-making in situations where the answer isn’t clear cut.”
In Defense Of A Liberal Education, Carol Geary Schneider, Forbes 8/10/09
More recent interviews with CEOs and other executives have confirmed the disconnect between Common Core test preparation and employer expectations…
Respondents said students lack self-awareness, can’t work in teams, have poor critical thinking skills and come up short on creativity…
The fault doesn’t lie entirely with students; some blame must go to the schools that purport to educate them, the report found…
One of the biggest problems executives cited was that schools don’t measure student success with the right metrics. Just 12% of those interviewed said M.B.A. grades actually matter in hiring…
Instead, employers said they’d like to see more assessment of so-called soft skills like the ability to execute a plan, communication and critical thinking.
Business Schools Flunk When CEOs Grade the Test, Melissa Korn, 3/18/14
It is a mistake to rely so heavily on standardized test scores to predict future performance of students and to draw conclusions regarding quality of instruction in the classroom.
A standardized math or ELA test measures a narrow set of testable skills. Determining the effectiveness of a teacher based on student test scores suggests the primary responsibility of teachers is to train his or her students to take standardized tests.
Have ed reformers even considered the possibility that a person who effectively trains students to take standardized tests may not be a good teacher?
Teachers wear many “hats” during the school day; educator, counselor, mentor, role model, referee, parent, advisor, mediator, friend…
Good teachers help every child to “grow” and develop as a healthy human being in diverse and unique ways that can’t be measured by a standardized test including…
Helping an obese child to lose weight by walking with him/her before school
Convincing a bully to change his/her ways
Empowering bystanders to become upstanders
Helping a student who is prone to violence to learn to resolve disputes peacefully
Getting a depressed student to eat regular meals by having lunch with him/her
Convincing a student to bring and wear eye glasses each day
Encouraging a student to be more responsible about taking medication each day
Helping a student to understand that racist, sexist, and other prejudiced beliefs are not OK
Inspiring students to lead and serve others through student council or peer mentoring
Education should be about preparing future caregivers, citizens, leaders, problem solvers, decision makers, innovators, teachers, learners, creators, entrepreneurs, designers. developers, voters, change agents, and volunteers….not test takers.
Back in 2011, David T. Conley warned in his essay, “Building on the Common Core” about the potential for misuse and misapplication of assessments…
“Implemented correctly, the common standards and assessments can vault education over the barrier of low-level test preparation and toward the goal of world-class learning outcomes for all students. Implemented poorly, however, the standards and assessments could result in accountability on steroids, stifling meaningful school improvement nationwide.”
A more meaningful measure of teacher effectiveness and quality would be how he or she raises the aspirations and dreams of students rather than how much the teacher raises standardized test scores.
Learning is a lifelong process and self-directed journey of discovery. It is far more important that a person is well educated than trying to determine if they have been educated well.
A standardized assessment measures testable hard skills and will not reveal whether teachers and students possess the social and emotional skills that are essential for good teaching and college/career readiness.
Accountability measures should be more focused on ensuring there is an empathetic teacher in every classroom rather than an effective trainer of standardized test-takers.
As Bruce Cameron wisely said, “Not everything that counts can be counted, and not everything that can be counted counts.”
One looks back with appreciation to the brilliant teachers, but with gratitude to those who touched our human feelings. The curriculum is so much necessary raw material, but warmth is the vital element for the growing plant and for the soul of the child. ~ Carl Jung