it's summer, but this one's still about teaching.
This semester, I taught two advanced English 8 classes and one average level class. Every single one of those students passed the state standardized reading test. I'm not a resting-on-my-laurels kind of person; my wheels automatically started turning - okay, I already knew those kids could read. How can I produce those kinds of results with remedial classes, inclusion classes, or ESL students? How can I turn those passing scores into more "pass advanced" and perfect scores?
I am a data-driven teacher, for sure. During student teaching, my cooperating instructor often referred to herself as a "numbers nerd" and made comments like, "I love data" that earned her strange looks from me; from her, I learned to use data to plan differentiated instruction. Now I am a data-loving numbers nerd.
However, I cam a cautious numbers nerd. Even as I prepared my students for the state standardized writing tests, I told them that I really wished we could send their writing portfolios to Richmond instead. While we prepared for the reading test, I told them that I wished we could send their journals and book cafe projects. I continually tried to send the message that I was already confident that they could read and write, because I'd already seen proof that was proof enough for me, and that they should be confident, too. I reminded them that their portfolios and journals were scrapbooks and that the tests are just snapshots.
I see value in assessment; it's important for me to know at the beginning of a unit what students already know about a topic so that I can plan instruction that does not bore them; in the middle of a unit where confusion is so that I can straighten out those kinks; and at the end of a unit what topics students still don't totally grasp so that I can re-teach them in a different way.
This summer, I am focusing on using my time to earn professional development points for free as much as possible, and the opportunities that interest me the most have been oriented around testing and standards. Does this make me a cog in the state's wheel? Maybe, but I truly want to learn to provide my students with the best assessment tools possible so that they and I know that they are on track. I truly want to know how the state expects me to cram brand-new research standards into an already planned-down-to-the-last-minute semester pacing guide. Does this make me a tool of "the man"? Is "teaching to the test" such a horrible thing when the test reflects what eighth graders need to know? Am I dumbing down my students by giving multiple-choice assessments that reflect the style and rigor of the state test?
So yes, I see the value of assessment, even assessment at the state level, and I understand that the kind of portfolio assessment that is so valuable to my students and I just would not be practicable on a larger scale. I see the value of standards. Does seeing the value in these things, and not being totally up in arms about standardized tests make me complicit in all that is shady about the modern education system? I think some of my peers might say yes.
I am a data-driven teacher, for sure. During student teaching, my cooperating instructor often referred to herself as a "numbers nerd" and made comments like, "I love data" that earned her strange looks from me; from her, I learned to use data to plan differentiated instruction. Now I am a data-loving numbers nerd.
However, I cam a cautious numbers nerd. Even as I prepared my students for the state standardized writing tests, I told them that I really wished we could send their writing portfolios to Richmond instead. While we prepared for the reading test, I told them that I wished we could send their journals and book cafe projects. I continually tried to send the message that I was already confident that they could read and write, because I'd already seen proof that was proof enough for me, and that they should be confident, too. I reminded them that their portfolios and journals were scrapbooks and that the tests are just snapshots.
I see value in assessment; it's important for me to know at the beginning of a unit what students already know about a topic so that I can plan instruction that does not bore them; in the middle of a unit where confusion is so that I can straighten out those kinks; and at the end of a unit what topics students still don't totally grasp so that I can re-teach them in a different way.
This summer, I am focusing on using my time to earn professional development points for free as much as possible, and the opportunities that interest me the most have been oriented around testing and standards. Does this make me a cog in the state's wheel? Maybe, but I truly want to learn to provide my students with the best assessment tools possible so that they and I know that they are on track. I truly want to know how the state expects me to cram brand-new research standards into an already planned-down-to-the-last-minute semester pacing guide. Does this make me a tool of "the man"? Is "teaching to the test" such a horrible thing when the test reflects what eighth graders need to know? Am I dumbing down my students by giving multiple-choice assessments that reflect the style and rigor of the state test?
So yes, I see the value of assessment, even assessment at the state level, and I understand that the kind of portfolio assessment that is so valuable to my students and I just would not be practicable on a larger scale. I see the value of standards. Does seeing the value in these things, and not being totally up in arms about standardized tests make me complicit in all that is shady about the modern education system? I think some of my peers might say yes.