Tag Archives: testing

Who wouldn’t be excited with high test scores?

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Regular readers of my blog are aware of my attitude to didactic top-down, content and assessment driven methods of schooling students to become machines regurgitating meaningless facts on command. A bit of push and shove it in and belch it out.  For those of you who weren’t aware – now you are!

I probably should apologise for my indecorous description as I’m usually a little more temperate in the way I express my views, but I won’t as that is how I am feeling about it at the moment. The authorities who have the power to make the changes necessary are so caught up in their own murky visions that they fail to see either effects or solutions. Every time I read another report of test scores or hear of another child damaged by a faulty system my frustration grows.  It becomes one of those hysteria blossoming days.

bag

A few moments ago I read a post titled “Vietnam Wallops US on PISA. Vietnamese educators belittle value of PISA” on Diane Ravitch’s blog. Ravitch is an education historian.

As the title suggests, Vietnamese fifteen year old students did better than their US, UK and most other EU counterparts in the 2012 PISA tests, ranking 12th out of 76. What I found interesting about the article was not the results but the attitude of Vietnam’s Deputy Minister of Education and Training. His view that the tests don’t reflect students’ overall competence, reminded me of a letter, shared in my previous post, written by teachers to students sitting the national tests last week in Australia. (PISA are international tests).

In the article referred to by Ravitch, Dr Giap Van Duong was reported as making reference to UNESCO’s four pillars of learning: Learning to know, Learning to do, Learning to be and Learning to live together. His opined that PISA addresses only the first pillar, and in only a limited way. He said that while Vietnamese students did well on the tests, “many … students fail to land a job after graduation. (and that when) they study overseas, many have difficulties in meeting the requirements of advanced education systems like team-work, problem solving and creativity”. Perhaps they are not “out of basement ready” as described by Yong Zhao.

Duong said that the reason Vietnamese students do well on the tests is because the “The whole system operates to serve only one purpose: exams.”

Duong’s admission that Vietnamese students lack the ability to work in teams, to problem solve and to think creatively reiterates the fears of many teachers who are  ruled by expectations of high test results and provided little opportunity to inspire learning, which surely remains the real (if neglected) purpose of education. Counterbalancing one’s philosophy with an employer’s expectations sometimes seems like being caught between a rock and a hard place.

This week at the Carrot Ranch Charli Mills is talking about rocks and hard places. But Charli knows that good can often spring from those seemingly hard places through making connections. She has challenged writers to In 99 words (no more, no less) write a story that shows a hard place and a connection.

It is connections that are most important in my two main roles in life: parent and teacher. Neither is easy and neither will result in much good without making connections. I often worry about things I have said and the affect they may have had on others. To be truthful, occasionally it even keeps me awake at night. While I would rather think of my words and actions creating a positive ripple, there is no guarantee that, even when delivered with my best intentions, they won’t do harm.

Trevor Pilgrim shared a quote which puts it this way:

What-a-teacher-writes-on

In his article Pilgrim says,

“teachers have (the power) to develop their students and shape their future lives.  The power to turn them on or off academically, stimulate or dampen their minds and heighten or destroy their engagement and intellectual curiosity.”

Scary stuff!

At about the same time I read an article that said that the influence of teachers is not as great as one might think; that socio-economic status, amongst other things, is more important. While I am happy with the thought of having a positive effect, I definitely do not wish to ruin anyone’s life so am happy to know that my influence is not be the most important to the lives of my students.

For this challenge of Charli’s I am back thinking about Marnie’s art teacher and the hard place she found herself in when she saw the brown muddy mess that Marnie seemed to have made of her paints. That she must respond is a given; but how? Whatever she says will probably have a lasting impact so she must ensure that her response is appropriate. While her initial instinct is to express disappointment, she maintains her professional composure and delays commenting until she has thought it through.

Here is my response:

Brown.

She glanced at the child, usually so eager to please, and knew this was no ordinary day.

Downcast and avoiding eye contact, the child trembled. Her instinct was to reach out with comfort to soothe the hurt; but stopped. Any touch could end her career. What to say? Brown earth/brown rocks? would ignore and trivialise the pain. Any talk now would be insensitive with other ears listening. Any word could unravel the relationship built up over time. Nothing would harm more than doing nothing. Her steps moved her body away but her heart and mind stayed; feeling, thinking.

 Thank you

Thank you for reading. I appreciate your feedback. Please share your thoughts about any aspect of this post or flash fiction

How important is it, if it can’t be tested?

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A+

This week, all across Australia, students in years 3, 5, 7 and 9 took part in the National Assessment Program NAPLAN.

In previous posts I have questioned the purpose of this type of assessment, the importance placed upon the results, and the undue stress caused to students, teachers and families. You can read some of my thoughts here, here and here for starters.

Of course I am not the only one questioning, and Australia is not the only country in which nation-wide testing is set, and questioned. The tests are no more popular in the US with many students opting out. Diane Ravitch does much to raise awareness of the issues on her blog. Concerns are also raised in the UK, and no doubt elsewhere.

However sometimes something good can arise where it is least expected. Out of the melee of the testing environment this week came a wonderful letter written to students by teachers who know that there is more to each one than the score on a test. A parent of one of the students posted the letter on Facebook and it went viral. The story was picked up by a variety of media outlets.

I congratulate the teachers for writing and distributing the letter. I couldn’t have said it better myself.

Check it out on Facebook here, or read some of the media reports:

ABC Brisbane

Daily Mail UK

The Independent UK

A similar letter went viral in the UK last year, and according the ABC article, the letter was based on one written to students in the US a number of years ago. I don’t think the message can be repeated often enough.

Maybe it is one thing to tell the students, but how do we get the policy makers first to listen and then to act?

Perhaps they should have a listen to the discussion by Tim and Debbie, one of my favourite pieces from the 80’s.

Actually, in relation to the letter, I was looking for one of my favourite quotes by Tim but sadly couldn’t find it. He says, “My thoughts exactly. I would have said it if I’d thought of it!”

Thank you

Thank you for reading.

I appreciate your feedback. Please share your thoughts.

What measure success?

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I have often expressed concern about what I consider to be an over-emphasis on standardised and national testing and the pressure it puts on students to achieve. I explained some reasons for my misgivings here and here and here, for example.

As a parent and a teacher the most important thing I want for my children is for them to be happy. After that I wish for them to be healthy and successful. But what is success? In a recent post I referred to a seventy-five year study conducted by George Vaillant who came to the conclusion that success means leading a happy life and that “warmth of relationships throughout life have the greatest positive impact on ‘life satisfaction‘”.

bee 5

Last week I wrote about spelling tests and spelling bees and the effect that doing well, or not, might have upon a learner’s self-esteem as well as attitude to self as a learner, attitude to school, and to learning in general. While writing it I was not aware of an article written by Kate Taylor and published in the New York Times on April 6 2015: At Success Academy Charter Schools, High Scores and Polarizing Tactics.

I discovered the article via a series of stepping stones from Lloyd Lofthouse to  Diane Ravitch to The New York Times.

Taylor opens the article by describing how the struggles of students to learn are made public, for all to see; posted on charts in hallways and reproduced in class newsletters. To see one’s name at the bottom of the list in a red zone, clearly showing that year level expectations have not been reached seems to be rather harsh, and humiliating for the child. Perhaps even more so if the teacher considered the student was just not trying. The teacher, it is reported, had difficulty watching the child take the tests for fear she would be upset by his mistakes. Months later the child scored 90% and was warmly congratulated.

Taylor goes on to say that the school, which has mostly poor black and Hispanic students, outscores many students from more affluent areas with results much higher than average on the state wide tests. I know that everybody loves a winner and that we all want our students to succeed, but at what cost? The article describes the school as being very rigid with a competitive atmosphere that requires strict adherence to rules.

Last week in my post A sprinkling of semicolons I shared an article by Ron Berger who talks about regular students whose “teachers have helped them develop the skills and mindsets necessary to produce work of exceptional quality, and have built classroom and school cultures in which exceptional work is the norm.” He says that most of the work comes from students in low-income urban schools.

I suddenly became fearful. Were the students and schools described by Berger similar to those of the Success Academy schools as described in Taylor’s article?

In both cases the students were from poor areas and they achieved remarkable success with most attending college. Austin, as described by Berger, made six drafts of his butterfly drawing before it was considered to be “scientific” enough. I wondered how much, if any, duress he had been under.

The article described Berger as the Chief Program Office of Expeditionary Learning Schools. I followed the link to discover a little more about Expeditionary Schools, checked with Wikipedia and other sites that came up in a Google search, including Open World Learning which says that expeditionary learning (EL) “fosters curiosity about the world by creating learning situations that provide something important to think about, time to experiment, and time to make sense of what is observed.” It also says that EL schools “promote rigorous and engaging curriculum; active, inquiry-based pedagogy; and a school culture that demands and teaches compassion and good citizenship.  EL schools are based on the Outward Bound model, which starts with the belief that we learn best through experience.”

This all sounds wonderful and praise-worthy, and I was feeling a little happier about what I had shared. However, if there’s one thing I have realised after a lifetime involvement in education is that the written statements of any educational institution sound wonderful and praise-worthy. It’s the way the principles are applied in practice that makes the difference.

I didn’t like what I had read about Success Academy Charter Schools in the New York Times, so I thought I’d better check out their website to discover what philosophy and principles guide them. First thing I spotted was a letter from a parent responding to the article in the New York Times! The parent, Polina Bulman, painted a very different picture of the school from that offered in the Times.

Bulman describes the decision-making process she went through in choosing the Success Academy for her five year old daughter. She shares what had concerned her and explains how those concerns had been answered. She describes her daughter’s happiness at school and the progress she is making in all areas of her learning. She has nothing but praise for the school, and concludes her letter, which she shared on Facebook, with these words:

“I was so touched by the warm and welcoming atmosphere. I had a chance to hang out in the hallways, listening to what teachers say to students as they pass by, and watching what teachers and staff members say to one another. I saw so much collaboration and kindness, so much teamwork. The best thing is that as a parent I feel like a part of this team and am proud of it!”

These words are in quite strong contrast to those of the New York Times.

The “Approach to Learning” statement of the Success Academy explains that students are engaged in only 80 minutes of direct instruction each day and that the rest of the time they are engaged in small group instruction and hands on learning.

 

So what does all this mean?

For one thing, just as you can’t judge a book by its cover, you can’t judge a school by its policy statement.

For another, you can’t believe everything you read, even when the source seems trustworthy, you must question the author’s credentials, viewpoint and purpose in writing, “What barrow are they pushing?” (I’m upfront about my biases!)

And mostly, question, question question.

The Very Hungry Caterpillar

These are important lessons for readers of any material and of all ages. I have talked about the importance of developing critical literacy in a series of posts about using “The Very Hungry Caterpillar” in the classroom. No, definitely not in science lessons, but in lessons to discuss those very points discussed above:

Don’t believe everything you read

Check an author’s credentials and purpose in writing

 And question everything.

While I applaud the end result of Austin’s butterfly drawing, I question what the process may have been. We are not privy to that, though the supportive voices of students in the video do give us an inkling. I hope for the sake of all students that it was one of encouragement and support rather than pressure. Additionally I hope that the report in the New York Times got it all wrong. But if that is so, what is Taylor’s agenda and why would she attack these particular schools so fiercely?

Note: I wrote this article a couple of days ago and upon re-reading it now I have a couple of further thoughts re my advice to check an author’s credentials and purpose in writing. I have not followed my advice. I failed to check out the author of the NY Times article. However I think it is fair to say that Lloyd Lofthouse and Diane Ravitch are both anti the emphasis on standardised testing; and the Success Academy is probably reliant on the tests to measure its “success”.

There is no black and white truth. There are only shades of grey.

Thank you

Thank you for reading. I appreciate your feedback. Please share your thoughts about any aspect of this post.

It’s no surprise! Talking education

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We all like a surprise, right?

Well, you might say, that all depends on whether the surprise is a good surprise or a bad surprise.

A surprise is simply something unexpected, and everyday life is full of surprises; some so little they go almost unnoticed, others of larger more life-changing proportions. Some are pleasant and others far less so.

What got me thinking about surprises this week is the flash fiction prompt posted by Charli Mills at Carrot Ranch Communications.

Charli’s challenge this week is to

In 99 words (no more, no less) write a story that shows surprise without using the word. 

I have been thinking of all sorts of surprises I could write about but decided to maintain my focus on education.

There are many opportunities for surprises to occur throughout one’s education, which is not limited to (but probably, dare I say, by) one’s schooling experiences.

For example:

  • Discovering you can read a book, all by yourself
  • Discovering an author whose work you just can’t put down
  • Finding a solution to a problem that had seemed insurmountable
  • Achieving a favourable result in a dreaded test
  • Being offered a place in the course you were wanting
  • Having work accepted, valued and receiving payment

 

There are many situations in which the surprise could go either way.

For example:

  • Being called to the principal’s office
  • Having a parent-teacher interview about your own child, or student
  • Receiving exam results or course placement offer
  • Meeting a new teacher
  • Working in a group to solve a problem

 

Being a lover of stories, especially picture books, it is rare that a situation doesn’t trigger a thought connection to a story or book I have read.

Thinking about the good surprises and bad surprises that could happen in some of these situations made me think of a book I had read to my own, and classes of, children years ago. Maybe you will remember it also.

what good luck what bad luckThe book is What Good Luck! What Bad Luck! by Remy Charlip and relates a sequence of events alternating between good and bad.

It appears, from what I can find out, that it was first published by Ashton Scholastic in 1964 and sold for 60 cents.

Today Amazon has used copies on offer for $34.99 or $122 and a collectible as high as $157.70.

What good luck, I used to have a copy.

What bad luck, it is no longer in my possession.

I was at the stage of mentally composing my story with my fingers itching to get to the keyboard to translate it into print when I glanced at the morning paper1 and came across this headline:

Lesson 1: Bad teachers = bad results

As a teacher who is passionate about education but also critical of top-down force-fed schooling institutions, headlines/comments like these have me vacillating between defiant self- (and professional-) protection and agreement with the criticisms.

Teachers come in for a lot of criticism, some of it deservedly so, other of it not so much.

One quote I love is “Teaching is the one profession that creates all other professions”.

On the flip-side of this is “Those who can, do. Those who can’t, teach.”

While I take offense at this one, sometimes I am inclined to think it alludes to an important quality in a teacher. Frequently those who are expert at something, find it difficult to break a process into a series of steps that would enable an explanation to be easily understood by others. If one has struggled to master a task, the process can seem clearer and easier to explain. However there does come a point below which knowledge and experience must not fall or effective teaching cannot exist.

In her article Bad teachers = bad results, Kylie Lang says that

“C-grade teachers will not produce A-grade results”.

She says,

“Too many mediocre minds are becoming teachers. Universities usher them in, these academic underperformers who fail to qualify for courses with higher entry requirements.”

She says that

“A federal education department report shows a rise in the number of school leavers with poor grades being offered places on teaching courses. This year, 55 percent of Year 12 students that were allowed to undertake teaching degrees had an Australian Tertiary Admission Rank below the average . . .”

It is a bit scary, isn’t it?

She also says that,

“If we are a nation that values education . . . we must attract brighter, more creative thinkers to classrooms.”

I couldn’t agree more. However I wonder where they will get those creative thinkers if higher order thinking skills, creativity and innovation are sacrificed in the relentless quest for scores on academic tests which require students to spit back information forced upon them in hours of didactic instruction and rote learning.

It’s no surprise that anyone who maintains the ability to think outside the square would rather not return to it!

And so to my flash piece for this week, which comes with a warning – there’s no rhyme because there is no reason:

 

What luck!

No books, no talk were in the home.

What luck!

He was happy to play on his own.

 

School began when he was five.

What luck!

Learning from flash cards, how hard he tried.

 

“My boy can’t do it!” his Mum once wailed.

What luck!

With ‘forged’ test scores no child would fail.

 

Leaving school, the options were few.

What luck!

Teaching was the one he could do.

 

Uni years flashed by so fast.

What luck!

Number requirements meant he passed.

 

Then into the classroom he unprepared went.

No future joy for any student.

What bad luck!

 

I always enjoy reading your comments. I invite you to share your thoughts.

 

 

1 Courier-Mail, Sunday May 25 2014

 

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Writing woes – Flash fiction

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For the past couple of months, Charli Mills has been posting a flash fiction challenge on her site Carrot Ranch Communications.

I have been really enjoying the challenges as I hadn’t tried writing fiction in such brevity before. I do like having a go at various genres but the main focus of my writing is education and literacy learning. I am currently developing resources for children, parents and teachers which I plan to make available on a future website.

 Having many years’ experience in writing these types of resources, I sometimes think I would be willing to develop any resource requested by an early childhood teacher. Participating in the Flash Fiction Challenge was a way of proving to myself that I could attempt any topic and genre.

 However, I have not found writing a response to this week’s prompt so easy. Charli’s challenge was to In 99 words (no more, no less) write a travel horror story.

 I am not a fan of horror (real or imagined) and I haven’t done enough travel to have experienced a horror story (thankfully) but I was still keen to have a go and keep up my good participation record.

The difficulty I was experiencing with this writing task made me think about writing tasks that are set for children in school. How many children have ever returned from holiday and been set the task of writing about “My Holiday”?

Maybe that’s not so bad, they have all experienced it. But what about other topics that are of little interest to them.

 This week across Australia students in years 3, 5, 7 and 9 are sitting NAPLAN (National Assessment Program – Literacy and Numeracy) tests.

Students in those year levels are set the same writing task . They are given “a ‘prompt’ – an idea or topic – and asked to write a response of a particular text type” 

Information on the acara (Australian Curriculum Assessment and Reporting Authority) webstite explains that

“In 2014, as in previous years, the Writing task will be a single common task for all students. The 2014 Writing test will require students to respond to either a persuasive or narrative Writing prompt. However, the genre of the prompt will not be disclosed prior to the test period.”

It goes on further to say that

 “The provision of a rich and broad curriculum is the best preparation for NAPLAN, including the Writing task.”

I think I have a fairly rich and broad educational background with a reasonable level of literacy skills; but I am not convinced that, on any given day, in a restricted amount of time, under the watchful eyes of supervisors I would produce my best work in response to a prompt about which I may have little experience, knowledge or interest.

 

What about you? How do you think you would go?

 

Below is my response to Charli’s horror travel prompt. I don’t think it is my best work.

 

Travel woes

She willed the doors shut forever, knowing that open they must, or she’d be left behind.

She mentally checked and re-checked required items. Surely there was something she had missed?

 Dread gripped her ankles, threatening her balance.

Fear squeezed her chest, constricting her breath.

 Heights and enclosed spaces were not her thing.

 She straightened, attempting to hide the tremble from fellow travellers.

 “Don’t be crowded. I need space, air to breathe.”

 The doors opened. She was swept inside.

 They closed, encasing her. No escape now.

Would she make the distance, mind intact?

 Ding!

Floor 35. Here already.

 

The NAPLAN writing tasks are marked against a rubric of 10 criteria. I wonder what the criteria for flash fiction would be and how I would score.

 

Please share your thoughts.