One of the comments made by teachers and parents during the
strategic plan process was that there are too many tests done and
not enough time for students to learn.
One of the comments made by teachers and parents during the strategic plan process was that there are too many tests done and not enough time for students to learn.
At the same time, other comments stated that we need to do more frequent assessments in the classroom. Both statements are not necessarily in conflict with each other. More classroom assessments are necessary to capture the level of understanding the student has. But I don’t agree with those who think we test too much. Testing does take time during the year, but the main issue is that the results of the tests are not fully used and more needs to be done to provide targeted education to all the students.
Let’s look at one of the tests that the district uses to measure student achievement.
Each student in grade two through 11 takes a Measurement of Academic Progress test in the fall, winter, and spring. This MAP test provides several scores in the area of math, reading, and language. The students take the test on the computer and at the end of the test the score is available on screen.
The student gets two scores, a numeric score and a percentile score. The percentile score compares the student with other students. A percentile score of 41 means that out of each 100 students 40 students have a lower score and 58 students have a higher score.
The numeric score (or RIT-score) provides very specific information for the teachers. A manual is available which lists the skills a child mastered for each of these scores. For instance, if a student has a RIT-score between 151 and 160, it will be a waste of time to try and teach this student to subtract a fraction from another fraction. The RIT range of 151-160 indicates the student just mastered adding and subtracting 1 or 2 digit whole numbers and does not know what a fraction is.
Teachers have access to the scores within 24 hours after the student has finished the test. Using this information teachers can analyze and adapt their lesson plans or prepare for small group instruction within the classroom.
Some schools use their grade or department meetings to analyze and discuss the individual student results and re-group students who have similar instructional needs. These meetings allow sharing of best practices and collaboratively identifying the needs of the students.
The challenge is for all the teachers to use this information for each of their students and adapt their lesson plans in their grades and classrooms accordingly. And that is a significant challenge. Imagine an elementary teacher who has 32 students or a secondary teacher with 150 students. Working smarter is not an option. The only way to meet this challenge may be to work harder.
I recently read a story. I’m a soccer fan and probably butchered the original story, but here’s my version about a soccer team in trouble.
The team isn’t doing well during the game and is pushed back into its own defense most of the time. The opponent has possession of the ball 85 percent of the time and it seems only a matter of time before the first goal will fall. After that, it will likely be “game over” as nobody on the team seems creative enough to create holes in the opponent’s defense.
The coach looks at the kids on the bench. “Guys, their midfielder is killing us. Nobody in our team is stopping him.” The reserves are all sitting there quietly, wondering who the coach might choose to be the replacement.
Coach then decides and says: “Kyle, I need you to replace Eric and neutralize their center midfield.” Kyle gets up and answers: “OK, coach, I’ll do my best.”
The coach looks at him and says: “Sit down, son. We don’t need someone to do his best. All 11 players on the field are already doing their best. We need someone to actually make it happen.”
Next month the California Standard Test data will be available and all the test data can be provided to the teachers in the class room. Several teachers have already requested to get the results as soon as their students for next year are identified. But everyone has to see the need to use the data and do more than ‘their best’. Let’s take on the challenge and create maximum growth for all students.
Rob van Herk, his wife Karin and their three children have been living in Gilroy for three years. He is the technology manager for Gilroy Unified. You can reach him at ro*@*****rk.com.
