We Need to Talk About the Test.

[elleng]

A Problem With the Common Core

I’D like to tell you what was wrong with the tests my students took last week, but I can’t. Pearson’s $32 million contract with New York State to design the exams prohibits the state from making the tests public and imposes a gag order on educators who administer them. So teachers watched hundreds of thousands of children in grades 3 to 8 sit for between 70 and 180 minutes per day for three days taking a state English Language Arts exam that does a poor job of testing reading comprehension, and yet we’re not allowed to point out what the problems were.

This lack of transparency was one of the driving forces that led the teachers at my school to call for a protest rally the day after the test, a rally that attracted hundreds of supporters. More than 30 other New York City schools have scheduled their own demonstrations.

I want to be clear: We were not protesting testing; we were not protesting the Common Core standards. We were protesting the fact that we had just witnessed children being asked to answer questions that had little bearing on their reading ability and yet had huge stakes for students, teachers, principals and schools. (Among other things, test scores help determine teacher and principal evaluations, and in New York City they also have an impact on middle and high school admissions to some schools.) We were protesting the fact that it is our word against the state’s, since we cannot reveal the content of the passages or the questions that were asked.

In general terms, the tests were confusing, developmentally inappropriate and not well aligned with the Common Core standards. The questions were focused on small details in the passages, rather than on overall comprehension, and many were ambiguous. Children as young as 8 were asked several questions that required rereading four different paragraphs and then deciding which one of those paragraphs best connected to a fifth paragraph. There was a strong emphasis on questions addressing the structure rather than the meaning of the texts. There was also a striking lack of passages with an urban setting. And the tests were too long; none of us can figure out why we need to test for three days to determine how well a child reads and writes.

http://www.nytimes.com/2014/04/10/opinion/the-problem-with-the-common-core.html?hp&rref=opinion&_r=0

[CrispyQ]

1. The commissioner & Board of Regents won't even take the fickin' test?

For two years, I have suggested that the commissioner of education and the members of the Board of Regents actually take the tests — I’d recommend Days 1 and 3 of the third-grade test for starters. Afterward, I would like to hear whether they still believed that these tests gave schools and parents valuable information about a child’s reading or writing ability.

We do not want to become cynics, but until these flawed exams are released to the public and there is true transparency, it will be difficult for teachers and principals to maintain the optimism that is such an essential element of educating children.

[femmocrat]

3. In our state, the exams are available for parents to review.

We didn't have one parent come in to look at the tests which took about 12 hours to administer.

[femmocrat]

2. Our district recently finished testing week.

Six mornings from 9:30 to around 11:30. Three days of math, three of reading. Grades 3 and 4.

What an ordeal. Glad it is over and we are back to a regular schedule.