One of the joys of teaching elementary-aged students is receiving a card emblazoned with #1 Teacher or similar sentiments. A few weeks ago, one of my students wrote out a card telling me I was “the best teacher on Earth.”
I’m not sure I feel about how deserved that honor is. You see, lately I think I might better be called a test proctor, not a teacher.
Since we administered our first state test in the March Round – an 18 hour test extravaganza spread over 3 days – our students have endured a 40-question Math Benchmark, Math Module tests (3!), Fountas/Pinnell Reading Assessments (administered individually), and SRI computerized reading tests. In the middle of all this testing, students also completed 2 days of state testing in mathematics.
Now with 11 days until school ends, instead of enjoying a more relaxed class atmosphere, students are completing yet another Module test, a computerized assessment for a CAI program, and a progress monitoring Math test.
With all this testing going on, when do we actually teach? I’m not sure I can tell you that exactly. In between?
Take a look at all the time lost to testing in the last 2 months. Staggering and concerning, isn’t it? And what does the assessment show? It shows we can give lots of tests and that the kids have a good level of stamina for testing. Beyond that, we’re often so busy administering assessments that taking a thoughtful look at results and what they mean for instruction never seems to get done. If we can’t learn anything about what is working or not working for our students, what is the point?
This week, my colleagues across the Commonwealth of Massachusetts are attempting to raise public awareness. We don’t need all the time taken away from instruction to complete assessments show us what students need.
We need #lesstesting.