Is it Testivus already?

Don't you hate the rat race we all find ourselves trapped in?  We get so caught up in work and the craziness of life that the most important days of the year sneak up on us.  Then, one day we get up and realize, oh know!  I'm not prepared for the holidays!  That happened to me this week.  I haven't sent out a single Testivus card or greeting this year.  So, without further ado, here are this year's carols.  Happy Testivus everyone!

Testivus Is Coming to Town

(to the tune of Santa Claus Is Coming to Town)

You better watch out 

You better not cry 

You better not pout 

I'm telling you why 

Testivus is coming to town

We're making a list, We're checking it twice; 
If everyone passed it would be nice. 
Testivus is coming to town

They know when you've been teaching 
They know when you're a fake 
They know if you've been bad or good 
Based on the test they take 

Without a pay raise or even kind words
We march to the beat of the testing overlords
Testivus is coming to town 

You better watch out 
You better not cry 
You better not pout 
I'm telling you why 
Testivus is coming 
Testivus is coming
Testivus is coming to town


E-O-G's
(to the tune of Silver Bells)

E-O-G's, M-S-L's
It's testing time in the school house
Bub-bl-ling answer sheets
Soon it will be testing day

Teachers stressing, students cramming, practicing released tests
In the air there's a feeling of nausea
Catatonic, zero brainwaves, Let's do one more question
And in every classroom you will hear

E-O-G's, M-S-L's
It's testing time in the school house
Bub-bl-ling answer sheets
Soon it will be testing day

Stacks of paper representing all the test prep we'll do
Teachers working for their value added measures
Parents worried about their children and what the scores mean
And above all this bustle you'll hear

E-O-G's, M-S-L's
It's testing time in the school house
Bub-bl-ling answer sheets
Soon it will be testing day

Soon it will be testing day

New Songs for the Testivus Season

From my dear friend and colleague Loren Kent, here is a new Testivus song.  And the good news is that we here in NC can demonstrate our Global Awareness and recognition of other cultures with this one.  It will look great on your final eval.  Thanks Loren.

Testing, Testing, Testing! (To the tune of "Dreidel, Dreidel, Dreidel")

Oh testing, testing, testing
My students's throwing up..
Oh testing, testing, testing,
I think she's had enough.

Please take this little MAP,
It shows us strengths and gaps .
It's a very useful tool 
To show you where you're at

Time for a quick quiz check
To see if you're on track,
And now a unit test
More to cover, no time to slack.

Oh testing, testing, testing
This is really important stuff!
Oh testing, testing, testing
Why is he cutting up?

To see how you've progressed
And now another MAP 
Oh no, what's this, can't be!
An even bigger gap!

There's still so much to cover,
The field test stole 3 days.
Good for the Pearson rep,
I heard he got a raise.

Oh testing, testing, testing
No child left behind
Oh testing, testing, testing
If only we had time

The time to teach a child
How to read, write, research too,
Scientific process,
and calculations for a cube

Teach him how to question, 
Create, critique, collaborate
Solve problems on her own
And respectfully debate

Oh testing, testing, testing
When will they see the flaw?
Oh testing, testing, testing
He just walked out the door.

Let's just do what we're already doing

This afternoon, Greg Couros asked this question on Twitter

If standardized tests are not the best for data for schools, what data can we use? I would love to hear your thoughts.                                                                                                                      

gcouros

I've wondered this same thing many times myself.  I can even think of a few (very few) good reasons for standardized tests, but that's a hill I'll die on later.  My response to Greg was simply to use standards based grading and evaluate student portfolios.  Let me give you a real life example from right here in good ol' North Carolina where portfolios are used as the "unofficial" trump of all of our end of grade, standardized testing.

Here in NC, we administer end of grade (EOG) tests for third through eight grades.  Many of the mainstream, college prep courses in high school have end of course (EOC) tests as well.  We also have what are called "gateway" grades - third, fifth, and eighth.  If you do not pass your EOG's for this grade, you are given five hours of remediation and a retake.  Incidentally, my district has determined to really make sure students are ready and have made EVERY year a gateway year.  If after the retake you still do not pass, then you have the option to go through the waiver process.  A waiver committee hears the case presented by the teacher and sometimes the parent on why the student should have the EOG standard waived so that he or she can advance to next grade.

I have prepared waiver portfolios for my own students.  I have served on waiver committees for other teachers and schools.  Every grade and course has a standard course of study (SCOS) divided up into goals. Among other things the portfolio contains, the most important are sufficient samples of the student's work that demonstrate proficiency for the individual goals within the SCOS.  I do not have good solid stats on this, but from what anecdotal evidence I've been able to gather from my colleagues and my own experience, less than five percent, perhaps lower, of the students taken to waiver are actually denied.  In every case that I have personally experienced on either side of the waiver table, the decision to waive was justified as "Student has made adequate progress".

Here's what gets me.  Every teacher, EVERY teacher, hates the EOG.  Every teacher and committee member look for proficiency in individual goals.  If this is how it's going to go down anyway, then why don't we start there and save literally billions of dollars each year on tests?  If teachers are going to use standards based grading to justify a student's progress, why aren't they already using it on a regular basis throughout the year?

It is true most of the samples submitted show that a student got 80% of the questions right,so some changing still needs to happen there.  But why, in the name of all that makes sense, why the heck aren't we doing what we are already doing anyhow?

The Sounds of the Season - Testivus Carols

It's Testivus time again.  Or for those of you who are more politically correct, Happy Show What You Know.  For me, I prefer to stay the time honored and more sacred name of Testivus.

As we regale in the splendor of this season, enjoy these meager attempts to touch on the true spirit of Testivus as  we share Testivus Carols together.


Deck the Halls


Deck the halls with lots of tests
Fa La La La La, La La La La
See the students and teachers stress
Fa La La La La, La La La La
Mul-ti-ple Cho-ice Que-stions
Fa La La, La La La, La La La
Cheat our students of educations
Fa La La La La, La La La La


When the scores come back we'll see
Fa La La La La, La La La La
That no one is better than me
Fa La La La La, La La La La
As we Race to the Top
Fa La La, La La La, La La La
When will the madness stop?
Fa La La La La, La La La La


Here Comes Testivus
(to the tune of Here Comes Santa Claus)


Here comes Testivus! Here comes Testivus!
Right down Testivus Lane
Score based reform and teacher blame
are pulling on the reins
Cash registers ringing, test companies singing
for them it's merry and bright
Why are we so happy to do this
'cause none of this just ain't right


Here comes Testivus! Here comes Testivus!
Right down Testivus Lane
It's got a bag that's filled with tests
for boys and girls again
Critical thinking, creativity
all of that has been nixed
So join your voices and say your prayers
'cause all of this must be fixed


O Wondrous Test
(to the tune of O Holy Night)


O Wondrous Test, whose questions are so probing
You are the one who will show how well I've taught
All of my students, will be marked for life
As either bright or the ones who'll hold us back
A feel of dread the weary teacher has
For yonder breaks the same old failed methods


Fall on your knees
Plead for reform to come
O test designed to show us nothing
O test, o test so badly designed


Long lay the school in test prep centered instruction
because no one wants to seem inadequate
Gone are the days of relevant curriculum
As we strive for the magic number of gold
Students will learn all the factoids that we choose
Instead of real concepts of what they should


Fall on your knees
Plead for reform to come
O test designed to show us nothing
O test, o test so badly designed


Truly we know that there's a better way
To assess what our children really know
We all hate you Test, yet we still bow down
Because we want the government's money
Are we really helping out our country
or are we merely holding ourselves back?


Fall on your knees
Plead for reform to come
O test designed to show us nothing
O test, o test so badly designed

Really? I mean , really?!

Join me in singing . . . "It's the most wonderful time of the year".  Yes, that's right boys and girls, it's high stakes testing time so that all our legislators, talking heads, and other people looking for a false sense of security or superiority can feel better about how things are going.  It's the festival of Testivus.  To properly celebrate this festive ritual, we, your hard working test taking guides, I mean teachers, are being thoroughly trained so that we don't mess up.  One of my favorite rituals associated with this time of the year is going through the testing code of ethics.  It's a wonderful piece of holiday folklore that gets retold every year during Testivus.  You can read the entire myth here.  I would like to highlight my favorite parts.

This part of the myth explains why we celebrate Testivus:

In North Carolina, standardized testing is an integral part of the educational experience of all students. When properly administered and interpreted, test results provide an independent, uniform source of reliable and valid information, which enables:

• students to know the extent to which they have mastered expected knowledge and skills and how they compare to others;

• parents to know if their children are acquiring the knowledge and skills needed to succeed in a highly competitive job market;

• teachers to know if their students have mastered grade-level knowledge and skills in the curriculum and, if not, what weaknesses need to be addressed;

• community leaders and lawmakers to know if students in North Carolina schools are improving their performance over time and how the students compare with students from other states or the nation; and

• citizens to assess the performance of the public schools.

I'm so glad that Testivus enables us to know whether or not our students are acquiring the necessary knowledge and skills.  Unfortunately, with the secularization of Testivus, the real meaning has been lost.  Our shallow celebrations of Testivus in today's modern era have been reduced to regurgitation of factoids, what some call "content".  Real skill assessment has been totally removed from Testivus, as evidenced by legislative actions that have mandated the removal of these "religious" aspects of the holiday.

As part of the ritualistic preparation for Testivus, we, the test-taking guides, must meet all the following ethical guidelines:

Teachers shall provide instruction that meets or exceeds the standard course of study to meet the needs of the specific students in the class. Teachers may help students improve test-taking skills by:

(A) helping students become familiar with test formats using curricular content;

(B) teaching students test-taking strategies and providing practice sessions;

(C) helping students learn ways of preparing to take tests; and

(D) using resource materials such as test questions from test item banks, testlets and linking documents in instruction and test preparation.

Part of the joy in helping students celebrate Testivus is doing all the above.  At least it is supposed to be.  Unfortunately, I feel like I am violating the sacredness of Testivus when I practice the secular, meaningless, aspects above.  In the past I felt like I needed a month of ritual purification after doing such.

Fortunately, the Testivus fun does not have to end when the last test is administered and the last bubble filled in.  Christmas has Boxing Day and Testivus has Remediation!  In NC, we are required to provide 5 hours of remediation to every student who fails, oops, I mean, only scores a 1 or 2, on the test, then allow them to retake the test.  So for those lucky select few, they get to endure 5 hours of intense test taking practice in one shot, not long after finishing one celebration and right before taking part in another.  Those who are REALLY lucky get 2 DAYS of remediation if they don't score high enough on both parts (reading AND math).

So, in this most sacred time of the school year, my prayer for you is that your classroom is filled with the joy of Testivus.  And for those of you, like me, who find reasonable doubt in the myth of Testivus, join me in saying, "Really?  I mean, really?!"

Assessment Gone out of Control

About a week and half ago I received the following email from a former student:

I have a second grader who came home today with a notice that he is below grade level in math and needs to go to after school tutoring. He is really bright and is already in AIG because he reads on a 5th grade level. Based on what I have seen, he can do math just fine, he is just really slow. 

When I told him he was going to have to go to after school help, he cried because he doesn't want to do extra homework. We have friends whose son goes to Kumon for math work, should I look into it? What questions do I need to ask the teacher so that we understand how to help him? Flash cards? I know second grade isn't your thing but do you have some advice?

In short, my recommendations to her were to get more details on this tutoring and how his need was determined.  Specifically I advised her to ask to see multiple work samples and ensure that this determination was not based on a singular assessment.  Today I received a follow up.

Just thought I would update you.  I have spoken with both "L's" teacher and the program coordinator at "L's" school.  He is actually doing really well in math with the exception of this one test that they are using to determine the need for intervention.  It is a two minute timed test that is scored on how many digits (1 and 2 digit addition and subtraction) they get correct in the time allotted.  On all of the other assessments that the teacher has given including word problems, graphing, three digit addition, small fractions, etc he is above the rest of the class. 

The school has yet to be able to tell me exactly what they will be covering in the after school tutoring and the teacher informed me that most of the children who were targeted are declining because they are all in similar situations of good math skills but slower than the target on this particular test.  

We have picked up flash cards to speed up his addition and subtraction of numbers that he should know right off the bat.  I won't know until May if it is paying off but it can't hurt and I can see where he is getting faster as we practice.  I think if we work on that he will be fine by 3rd grade.  I also can't help but think how I had such a mental block during pre-cal my senior year that I almost failed and then made an A in calculus in college.  Sometimes your brain just can't process with everything else going on.

I really appreciate your thoughts both as a teacher and a parent.  I'll let you know how he does after the next test in May.

I was appalled at this practice.  NCLB, RttT, and all other accountability measures have really driven common sense out of our schools.  I asked if I could share this story because I feel it is important for us to discuss.  Her response was, "Yes, please share. I think this also should highlight the need for administrators to communicate better with teachers about which students should be identified as needing help before notifying parents so that teachers are prepared for questions. "

So many things to discuss with this one.  Where do we start?

The lingering effects of testing & grades

I'm giving an assessment today to my sixth grade science students.  It's a common assessment, developed by all the members of my PLC.  We planned the unit according to our state objectives and county pacing guide.  The assessment itself is open book and open notes.  It's our attempt at emphasizing skill development instead of fact regurgitation.  This is only a recently agreed upon approach in our PLC.  It's one I've been insisting on and we've all finally come to agree that it is the best approach.

I've been teaching my kids from this perspective the entire year.  I've told them from day 1 that I hate grades and would never give another if I didn't have to.  I've told them the most important thing for them to learn this year is how to learn, how to ask the right question, how to analyze a situation, how to recognize and evaluate various relationships among data, concepts, etc.  All of our class assignments and instructional strategies happen this way.

Yet, every time they take a common assessment, they form a line at my desk, asking "What does this question mean?" or "Is this the right answer?" or "I don't understand what this is asking?"  It's not like the assessment is so drastically different from what they've seen before.  It's nearly identical!  It becomes so frustrating because roughly 80% of their questions are unnecessary because they have not read the directions or they are too worried about a grade.

We have done such a disservice to our children.  In our attempts at proving we are doing our jobs we are force feeding tons of content knowledge, giving standardized tests with low level norms established as passing grades, and giving crash diet remediation to allow underachievers to retake our already low expectation tests again.  In the process, students have lost the ability to think for themselves.  They don't read directions because someone has always told EXACTLY what to do.  They are afraid to think because the right answer is too important.

But what about the growing number of classrooms like my own where there is pushback against such culture,  where on a daily basis the students thrive in an environment that provides the opportunity to explore and learn and they consistently demonstrate a mastery of not only the content but the development of those higher order thinking, creative, and collaborative skills?  We put a mandated common assessment in front of them and they suddenly become different children.  It's like Order 66 has been activated and completely new personalities take over, erasing any prior history, training, or allegiance.

It's frustrating because I begin to feel like a failure as a teacher.  It's frustrating because it feels like all that we have accomplished as a class has been for naught.  It's depressing because you begin to wonder if you will ever help these precious children you've been given to overcome this curse.  I don't have a solution.  I just need to rant.  Anybody else know what I'm talking about?