RE: Questions for today's discussion

In answer to yesterday's late questions on Accountability and Assessment, I can briefly relay a story about the extent to which the TEST has affected the students and teachers at one particular elementary school here in San Jose, CA.

I was at an environmental assembly given for Earth Day - the principal gives permission for this assembly every year, largely in an effort to "give the kids and teachers" a break from the pressure that the test brings.  The kids came into the assembly area (which, by the way, was OUTSIDE - another effort to get the kids OUT OF THE CLASSROOM)looking tired, and, in my opinion, stressed - the teachers looked even worse.  By the assembly's end, (about an hour later), everyone was smiling, laughing and ready to step back into the classroom feeling, for all intents and purposes, refreshed.

My point is simply that the "TEST" has become the focal point of students and teachers lives - its influence seeps into the very essense of the classroom experience and, in my opinion, takes something AWAY from what, for me, has always been the joy of learning. And what I hope to find in the joy of teaching!

As a local government employee working with Performance Measures in the Public sector, I fully recognize the importance of Assessment as a means of understanding how students are progressing, IF they are progressing, and how California students stack up against other students nationwide.  I believe a norm-referenced test is important to make that nationwide comparison - I do not, however, believe it to be the ONLY way we should do it.  

I believe that the assessment teachers give on a daily, weekly or monthly basis should also be factored into this equation - I question testing students in class for content & understanding, then  questioning them again on whether that CONTENT matches what the State wants them to KNOW.  The connection needs to be made right down to the TEACHER level - help teachers and administrators test stuedents on the content of the standards...then, give the students that "norm-referenced" test for comparing students nationwide.  Give teachers and administrators the assessment tools, and goals, then let them do it - make it a part of the question ("how are students in California, Santa Clara County, San Jose, my school doing") that is currently only being answered by the "TEST" - then COMBINE teachers and administrators assessments into the actual "score".

The process for doing this will be difficult, but I believe that everyone involved, students, teachers, parents, & administrators will come away from this feeling that THEY are a part of the answer "How are my students, kids doing?" rather than simply being a part of the growing number of voices asking "Why aren't my students, kids learning?"