Do we have to choose?

Throughout the state of Texas spring time is correlated with testing time. Now with Common Core adopted by many states, they understand our situation. As a classroom teacher who has given the state standardized testing and as a parent who has watch my children prepare for the state standardized testing, I have conflicting views. Now with the administrative conversations I have precipitated in, I am being pulled in another direction.

As a classroom teacher I understood that testing was to improve my teaching as well as reteach misconceptions. For my students it was a chance to see what they understood and what they needed to review. I viewed testing, at least on a local level, as a reflection piece.

It wasn’t until I asked in a meeting if my classroom data from local testing was viewed by other departments did my eyes open to a different perspective. Multiple departments use the data to track and improve staffing, curriculum, budget and many other factors. My local testing is my chance to have an input.

On state level, the stakes are a little higher; results can impact funding, student promotion, students’ choice of classes, and much more. I have learned if I teach my standards in depth and give my students the tools to think critically and independently, I have prepared them to be successful not only on the standardized tests, but in life.

When assessment works best, it does the following:

Provides diagnostic feedback •What is the student's knowledge base? •What is the student's performance base? •What are the student's needs? •What has to be taught?

Helps educators set standards •What performance demonstrates understanding? •What performance demonstrates knowledge? •What performance demonstrates mastery?

Evaluates progress •How is the student doing? •What teaching methods or approaches are most effective? •What changes or modifications to a lesson are needed to help the student?

Relates to a student's progress •What has the student learned? •Can the student talk about the new knowledge? •Can the student demonstrate and use the new skills in other projects?

Motivates performance

For student self-evaluation: •Now that I'm in charge of my learning, how am I doing? •Now that I know how I'm doing, how can I do better? •What else would I like to learn?

For teacher self-evaluation: •What is working for the students? •What can I do to help the students more? •In what direction should we go next?

from Why Is Assessment Important?