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.

UNCOMMON COURTESY

 

Many years ago, a friend of mine (Matt) was traveling for business.  When he came back he told me this story.  I believe this took place in Sweden, although I could be wrong.

 

The morning of Matt’s first day, a colleague from his company picked him up at the hotel. When they arrived at the building, his colleague parked in one of the last parking spots available – actually the furthest spot from the front doors. 

 

While they were walking in, Matt said, “Why did you park all the way out here?  We are the first ones to arrive at work.  We can park in the first spot by the doors.” 

 

To which his Swedish colleague replied, “That is exactly why I parked all the way out here.  Someone may be running late today and they will need the first spot.  I am hoping to save it for that person.”


How will you show uncommon courtesy today?

The Mentor Leader

I recently read the book, The Mentor Leader, by Tony Dungy.  Among many awesome insights to leadership that I gathered throughout, one of the most profound paragraphs in the entire text was this brief story.  It is a reflection of a CEO of a Fortune 500 Company, an unnamed friend of Mr. Dungy’s.

I had long known that I could influence whether or not my employees had a good day; it was fairly obvious that I held sway over that, for better or worse. But one day, as I drove home, trying to fight off a dark cloud from a tough day's work and trying not to let it affect my family when I walked through the front door, I realized that many if not all of my direct reports were experiencing the same thing. If they weren’t able to compartmentalize their frustration, anger, and irritation, then they were going to take those toxic feelings into their homes. I don’t simply have an impact on my direct reports - there is an exponential effect on those around them as well, based in no small part on their interactions with me.

This reminds me of the Liberty Mutual pay-it-forward commercials in which random acts of kindness extend far beyond a person’s initial intention.  It is a good reminder to keep in mind the magnitude of our impact on others.  It extends far beyond the person you are presently dealing with. 

Will your next interaction leave that person wanting to inspire or tear down the next person they encounter?

The smartest kids in the world

I recently read the book, The Smartest Kids in the World, by Amanda Ripley.  She followed three high school students who leave the United States to be foreign exchange students in Korea, Finland, and Poland.  She synthesized and analyzed the biggest differences between the American education system with those of what she considers (and provides evidence via the PISA scores) better. 

For the most part, those educational systems are not immensely different from the United States.  However, the most critical difference she points out is that students in other countries (namely Korea, Finland, and Poland) take school seriously and it is challenging to them.  The students in those countries see education as THE pathway to life success.

Why?

One reason, she argues, is because of their high stakes end of year exams.  You are only allowed to take it once and it is tough!

She argues that we (the United States) need to do a better job at making high school matter.

 

She also includes a survey from 202 foreign exchange students (representing 22 different countries)

1. there is more technology in US schools

2. less difficulty/challenge in US schools

3. there is more emphasis on sports in US schools

4. teachers are more likely to praise students in US schools

5. teachers form better relationships with the students in the US schools

 

MY RESPONSE

There is always a great deal of hesitation when I read about or even try to compare educational systems among different countries.  Heck, this is even true for me when comparing school districts that are 10 miles from one another.  The reason for this is that they have a different DNA.  We (different school districts, states, even countries) can still learn from other each other, but I hesitate greatly when comparing for the intention of ranking and determining best practices.  Each school needs to really dissect their population, goals, and objectives to determine what works best for them.  I argue against a cookie cutter approach to education (although there are certainly themes that characterize a quality school – but that is for another post).

I am not convinced that an end of the year high stakes exam would make such dramatic positive improvements to the motivation of our students as Ripley proposes. 

This book helped remind me that although we are pretty good at developing meaningful relationships and providing feedback to our students – this is not enough.  It is equally important that we set high standards of what we expect our students to be able to achieve and hold them accountable to reach those expectations. 

What is your take?