This teacher expresses frustration with the policymakers’ obsession with testing, thinking of it as a form of instruction and a measure of instruction, and as a measure of teacher quality and school quality. In New York, for example, State Commissiomer Zjohn King recently a bounced that he would release more questions and more results earlier. But he steadfastly refuses to tell teachers how students answered specific questions, so they will learn nothing from the tests about their students’ needs.
This teacher wrote:
“I personally am not opposed to standardized assessments that inform our instruction, but the high-stakes testing of today does not do that. Getting results after the school year has ended doesn’t allow a teacher to change anything. Retaining a child to repeat the same instruction and curriculum he/she supposedly failed the previous year doesn’t help either. The “cut scores” on these tests are designed to fail almost half…
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