End Teaching To The Test
Every spring, education-related newspaper and magazine stories raise the alarm that schools are "teaching to the test." Scores of articles and editorials paint a disheartening picture of frustrated teachers forced to abandon good instructional practices for a relentless stream of worksheets based on boring, repetitive test-preparation materials. Even Hollywood actors are chiming in. Actress Alfre Woodard recently told a Louisiana newspaper, "My sister-in-law is left standing in front of her class with a pamphlet, teaching to the test because everyone must pass."1
Although the phrase %u2014 and the concern %u2014 are hardly new, many observers blame the No Child Left Behind (NClB) act for escalating teaching to the test from a problem into an epidemic. The law "virtually transformed the concept of education," according to a recent editorial in the San Francisco Chronicle, "turning teaching and learning into a mere exercise in prepping students to test well."2
According to that logic, teaching to the test is as unavoidable as a force of nature, as inevitable as gravity. And the choice between good instructional practice and good test scores is really no choice at all, since those who opt not to bow to the pressure will reap harsh consequences under tough accountability systems.
Such claims often are taken at face value. But what do we really know about the phenomenon? Does high stakes testing always force educators to "dumb down" instruction to focus on rote skills and memorization? Do schools that spend a lot of time on test preparation and "drill and kill" instruction actually perform better on standardized tests than those that do not? Those might sound like easy-to-answer questions, but the answers to those questions are surprising. Many forms of teaching to the test are as unnecessary as they are harmful.
Jerald, C.D. ( July, 2006). Teach to the Test? Just Say No. Washington, DC: The Center for Comprehensive School Reform and Improvement. www.centerforcsri.org.
Every spring, education-related newspaper and magazine stories raise the alarm that schools are "teaching to the test." Scores of articles and editorials paint a disheartening picture of frustrated teachers forced to abandon good instructional practices for a relentless stream of worksheets based on boring, repetitive test-preparation materials. Even Hollywood actors are chiming in. Actress Alfre Woodard recently told a Louisiana newspaper, "My sister-in-law is left standing in front of her class with a pamphlet, teaching to the test because everyone must pass."1
Although the phrase %u2014 and the concern %u2014 are hardly new, many observers blame the No Child Left Behind (NClB) act for escalating teaching to the test from a problem into an epidemic. The law "virtually transformed the concept of education," according to a recent editorial in the San Francisco Chronicle, "turning teaching and learning into a mere exercise in prepping students to test well."2
According to that logic, teaching to the test is as unavoidable as a force of nature, as inevitable as gravity. And the choice between good instructional practice and good test scores is really no choice at all, since those who opt not to bow to the pressure will reap harsh consequences under tough accountability systems.
Such claims often are taken at face value. But what do we really know about the phenomenon? Does high stakes testing always force educators to "dumb down" instruction to focus on rote skills and memorization? Do schools that spend a lot of time on test preparation and "drill and kill" instruction actually perform better on standardized tests than those that do not? Those might sound like easy-to-answer questions, but the answers to those questions are surprising. Many forms of teaching to the test are as unnecessary as they are harmful.
Jerald, C.D. ( July, 2006). Teach to the Test? Just Say No. Washington, DC: The Center for Comprehensive School Reform and Improvement. www.centerforcsri.org.
Strongly feel it is time to overturn the common assumption that teaching to the test is the only option schools have when faced with high-stakes testing. Over-reliance on "drill and kill" and test-preparation materials is not only unethical in the long-term but ineffective in the short-term. Because there really is no trade-off between good instruction and good test scores, this is that rare case when educators can have their cake and eat it, too. Refuse to "Teach To The Test" and institute a rigorous curriculum that will afford our students a first rate education. Tell Trenton now, "No, we will no longer "Teach To The Test".
"I have never let my schooling interfere with my education." - Mark Twain
The testing is mindless, and some students should NOT be forced to move up to the next grade. Sometimes they are not ready, and the slackers should not move up at all. It is unnecessary to force a student up who is not ready for the next grade. Further more, all this testing is putting pressure on students and more are dropping out. My freshmen class started out with many students, and between 10-20 have dropped out by this year, by senior year. Teachers should not be held accountable for all this. Parents should be. The students failing are usually failing because their parents do not care or the student lives in a neglectful environment. Poor learning is not from poor teaching, it is from lack of ambition and motivation from parents. Teachers should not have to dumb down their lessons. If one can not stand the heat of a normal highschool level, then get help. I love a challenge in learning and I hate it when classes become easy just so the stupid kids can pass while the rest of us work hard for nothing. Finally, tests to not give accurate results. Some people are just not good test takers. A person's ability to learn or know the material should not be based on a test. Students are more well rounded than that. A good student should be based on their participation, attitude, ambition, and ability to get work in on time and show up for school. The No Child Left Behind Act will ruin our schools and our future!
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3:04 am PST, Jan 20,
Ari R. Kolman, Canada
Another Example of Government Corruption… Another Example of Government Corruption… |
Teaching to the test does not create adults who are independent, creative and self-reliant and good stewards for America
If our children are constantly taking tests when will they learn the basic of reading, writing, math, spelling and history. Tests interupt a child's ability to retain valuable information. Instead of teaching retention, memorization and recall our children have special classes preparing them to take tests that won't lead to retention or recall. How much information will a child retain while taking tests? Children should be able to have the answers to certain questions about subjects because they are being educated and not trained. Why do we call it education when children are not being educated. They should be able to write rough drafts, essays and book reports. All these tests are doing is making the persons that create them rich.
America does more than pride itself on its ingenuity. It counts on it. Even now we're counting on scientists to figure out global warming and the energy crisis. We're not hoping. We're banking on it. But what happens when we stop teaching American children how to use their brains? It would be hard to implement a law banning "teaching to the test." It would be easier and better to simply leave standardized testing behind. Let each university test its applicants itself. I'm sure they can find creative ways to manage. Teachers should be inspiring students to question and reason and interpret.. not to regurgitate.
Marcus Hayes
im a student an i agree
End "Teaching To The Test". Our educators are prevented from executing a quality curriculum due to the federal and state mandates that require they "Teach To The Test". End this charade and demand that your tax dollars be spent on a quality education for all students. Write and email your Boards of Education, local, state and federal representatives demanding a quality education for all students in all public school systems across the country.
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