The VALUE of TESTING

This could be a very controversial blog post, I know.  This week, my son will be taking his Fourth Grade Ohio Achievement Assessments.  I teach Advanced Placement Psychology and my students are preparing to take their National Exam on May 6. 

 

One of the hottest topics in education today is testing.  Many educators are frustrated with the amount of and type of high stakes testing.  In some states there is an enormous amount of testing that infringes, rather than enhances, the teaching and learning process.

 

Maybe I am just a simplistic half-glass full type of guy, but I propose that we focus on the value that high stakes tests do offer.  I am not arguing that high stakes tests should be used often and as the only means to demonstrate learning.  However, they do offer some exceptional value to teachers and students.

 

What is good about high stakes tests:

• The preparation process can help to teach students: discipline, GRIT, delayed gratification, perseverance, organization, hard work, dedication, commitment, critical thinking, goal-setting, study skills and strategic planning, time management, and self-efficacy.
• The opportunity for students to demonstrate knowledge gained and ability to transfer and apply understanding to novel situations and experiences.
• The thorough feedback that a written assessment can provide should help the instructor to re-design the course to make for a more efficient and effective learning experience for students
• The appreciation of a sense of pride and personal accomplishment among the students when they meet their performance goal on the assessment

 

What other advantages and values does testing offer?

First Day of Student Teaching

About a month ago, I witnessed the excitement of a first day student teacher.  I noticed a mix of unparalleled enthusiasm and low key anxiety of what was to come. You remember that day, don’t you?  The world was at your fingertips. 

 

I remember the first day of my student teaching.  I arrived early that Monday morning to make copies and make sure I had everything ready.  No one was in the copy room when I got there.  I started making front to back copies (stapled) of guided notes.  I had both chapter 17 and chapter 18 to copy.  Back in 2002, our copy machine was not the best.  It kept jamming.  Other teachers started filing in to make their copies for the day.  I started sweating.  It kept jamming.  Finally, I realized I had enough copies for the morning classes – I would come back down during my lunch to make copies for the afternoon.

 

Ten minutes later I introduce myself to the first period students and pass out the guided notes.  “We are going to begin with chapter 17 today,” I tell my students (wow, sounds exciting doesn’t it!?!).  Well, when I get about half-way through passing them out a student raises his hand.  My first thought is, what can you possibly have a question about already!?! 

 

“Uh, Mr. Keenan, these are the handouts for chapter 18,” said the student.

 

“Oh crap,” went through my mind.

 

I went over to the desk to grab the chapter 17 notes whereupon I realized that I did not make those copies.  I messed up.  I looked over at my cooperating teacher and asked if he would stay with the students while I go make the correct copies.  He said no.  He said he will go make the copies, but I had to stay with the kids.

 

Luckily I made a bulletin board that weekend (remember those?).  It had photos of the people that we would be learning about.  I stumbled my way through previewing the chapter by using the photos. 

 

I remember thinking I would never get a job now.  That was the worst mistake I would ever make.

 

Well, I have come a long way since then.  I have made a ton more, and worse, mistakes than that.  But more importantly, I have grown as an educator.  I am grateful to my work ethic for causing me to persevere in challenging times and my many mentors for providing feedback and guiding the way for me.