Comments on: High-Stakes Testing Is Putting the Nation at Risk

By: Ewan McIntosh

Ewan McIntosh — Thu, 31 May 2007 22:03:56 +0000

While Lloyd is spot on in describing the English education system, remember that the Scottish system is very different. We have been at pains to reduce testing and don’t have formal testing at such regular intervals. Formative assessment is still seen - rightly - as the key to constructive pedagogies.

By: Lloyd

Lloyd — Thu, 31 May 2007 21:27:45 +0000

Intersting to read comments about the tyranny of testing the US. In the UK teachers and schools have faced the pressure of testing ( 7, 11 and 14 year olds) since the late 80s. The tests are for English, maths and science (core subjects).The main impact seems to be the way in which the curriculum is being narrowed and also the way in which schools seem to focus mainly on the tested subjects.

By: Kathy Benson

Kathy Benson — Thu, 31 May 2007 00:34:36 +0000

I agree with the comments above. High-stakes testing is narrowing the curriculum to what can be tested. Instead we need to look at more robust assessment strategies (e.g., portfolio development) so that the curriculum can include 21st century skills and especially learning literacies.

We also need to be honest as a nation about what we want from our schools. Personally, I believe we need to return to a time when schools nurtured the whole child - there was time for recess, drama, exploration, and creativity in the school day.

High stakes testing stresses the children as well as the teachers. I won’t be surprised if we see higher incidence of physical illnesses since stress is linked to health.

Teachers join the professional to help children. They accept less pay because they feel they can make a difference. When policies such as high-stakes testing cause them to harm children, they leave the profession. If things don’t change, there maybe no one left in the schools to teach and what will that do to our “precious scores”?

By: juliet

juliet — Wed, 30 May 2007 00:48:03 +0000

I agree completely! I teach health, which is much different than other classes where there is high stakes testing, but the pressure to complete my curriculum is intense. It seems that just when we reach some understanding on a topic and we might have a chance to really dig in an explore the topic, it’s time to move on to another subject. What to do? Teach more topics superficially or fewer topics more deeply. As a first year teacher, this is a struggle for me. During high stakes testing it was really hard to keep the kids focused, as they were mentally and emotionally drained from STAR testing. They don’t totally understand it and frankly don’t care. It’s sad.

By: Cityteacher

Cityteacher — Mon, 28 May 2007 17:00:03 +0000

As I’m on Day 4 of 8 days of high-stakes testing, I can certainly relate to everything in this article. Yes too much of our time is spent on this test. Yes it takes ALOT of time away from teaching (3 hours every day for 8 days?!). Yes we spent more money and more time on test preparation than we every should have. Yes the kids are hurt, emotionally, mentally, and physically! I’m documenting our 8 days of testing on my website and so far, so good, but it is UNEXCUSEABLE that anyone would decide to put little third graders through EIGHT days of this!

By: Betty

Betty — Fri, 25 May 2007 15:05:49 +0000

I agree that teachers are worried when they see low performers on their class list. What about the sensitive children that worry themselves silly about passing the test so they will get to move to the next grade? I feel so sorry for these kids. Although I was a good student, I could have never survived what they are doing to kids today. I have been a worrier my whole life. Why put this kind of stress on our teachers and our children?

By: Nancy McKeand

Nancy McKeand — Thu, 24 May 2007 13:30:06 +0000

Thanks, Anne for the link to this article. I especially liked the line: “The scores we end up praising and condemning in the press and our
legislatures are actually untrustworthy, perhaps even worthless.” Unfortunately, I think they are dangerous as well.

By: Ewan McIntosh

Ewan McIntosh — Thu, 24 May 2007 07:42:22 +0000

Hi Anne,
I’ve been following US educator blogs now for a few years and am still astounded by the continued pressure from on high to push kids through these ‘high stakes’ examinations at all costs, even if one of these costs is a battery farm effect on creativity and thinking skills. With no slant at all to the teachers working so hard to make a difference, it does seem that the US education system has something systemically wrong at its core.

I don’t know enough about the system and need to teach myself a heck of a lot before landing on your shores this summer, but I do wonder if the decision-makers and policy drivers are educators, how long ago they were in the classroom and how often they get back into one.

I’d love to know if they have changed their own working habits in the last five years to accommodate the greater knowledge and understanding of teaching and learning that is sitting out there on the web from countries like Australia, NZ and, yes, Scotland.

Finally, I’d love to ask the policy maker what (s)he reads for his or her own professional development *and* for pleasure. This last point is crucial. Any leader I know who doesn’t take time to read or view others’ work and ideas is destined to become a laggard quicker than you can pass a SAT.