Entry #20 - February 1, 1999
"How do you test fairly, when large numbers of children come from homes
where English is rarely spoken? How do you teach responsibly when there
are layers of misuderstanding you can't even imagine?"
"Teaching to the test." The phrase has an almost criminal ring
to it, but is it fair to test things that haven't been taught?
The testing dilemma reared its ugly head throughout Philadelphia again this
week. Our Sunday paper, The Inquirer, announced last year's school-by-school
state test scores in grades 5, 8 & 11. The report was followed by a
week's worth of planning before we give this year's test -- next week.
Testing is a thorny problem. I want my kids to "show what they know"
and do well on the tests. I want them to be prepared to compete in the real
world. I want lots of things for them, and I strive to set high standards
to help them achieve them...BUT...then I think about Linda Darling Hammond.
About six years ago I went to a Saturday meeting where Dr. Hammond was speaking
about the history of standardized testing. She was very informative and
made solid points about tests that were designed to maintain the current
power structure. She spoke of tests that were more about where you came
from than your ability to think and learn.
As I renew my focus on explicit test preparation, I am struck by her remarks
and questions that test not specific concepts, but vocabulary. Specifically,
I'm thinking about a food web example I used with my seventh graders. They
got hung up on the word "shrub" and lost confidence before they
even got to the point of the question. Only two of my kids knew what a shrub
was, two out of 66! Once it was explained, most could figure out the web
relationships.
If you don't have a garden, or a lawn, where do you learn words like "shrub"
or "snapdragon"? A few years ago my kids had a question which
asked them to find the relationship which was analogous to that of a bee
and a flower, but no one knew that a snapdragon was a flower so they all
got it wrong. Do questions like these gauge their intelligence or their
experience?
In a similar vein, two of my girls were testing potato chips to do a fat
comparison last month and they brought in two kinds of popcorn. When I asked
where the chips were, they pointed to the popcorn. These are serious students.
They stopped at the store to get the snacks in question and still managed
to arrive by 7:30 am to conduct their experiment. They thought all snacks
were chips!
How do you test fairly, when large numbers of children come from homes where
English is rarely spoken? How do you teach responsibly when there are layers
of misunderstanding you can't even imagine?
We discussed this in our Critical Friends Group meeting on Monday, and one
member suggested that all of our staff members needed training in ESOL (
English as a Second Language) strategies. I wholeheartedly agree and have
already asked that a presentation be done at our next Small Learning Community
meeting. In the meantime though, I'm trying to stress problem-solving strategies
with my kids. I want them to take the tests and themselves seriously. The
real question is when will the test makers take the task of developing an
equitable test seriously?
On another note, I attended a design and technology workshop today. The
session was fantastic! We learned about linkages, and we constructed models
in response to design challenges which the leaders posed. Most of the materials
we used were inexpensive or recycled so I know I can do this in my classroom.
One of the leaders talked briefly about failure as a place to begin in a
technology class. He said that instead of " dragging the horse to water,
etc." we should be making the horses thirsty. I left today's meeting
very thirsty and anxious for more! I think my kids will feel the same way.
Design is a "cross-cutting competency" in our District's curriculum
framework and according to today's presentation, it touches on more than
half of our standards. We will hold our second annual Invention Convention
this Spring and I'm attending these workshops to learn new ways to integrate
this component into my classes and our school.
This week was a busy one, but my principal and I did speak briefly about
looking at student work with parents. We'll develop a timetable this week
for involving others and setting the process in motion. Now that my principal's
been permanently appointed, we don't have to put things on hold. What a
relief!
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COMMENT ABOUT THIS WEEK'S DIARY
Dear Deb,
I've just added you to my "favorites." I teach Science to 7th
and 6th graders in Redwood City, CA. This year we became a Middle School
by adding 7th grade. Next year we add the 8th.
Testing fairly is definitely an issue here and our students are predominantly
second language learners. I am currently attempting to construct a vocabulary
list for the lower grades that will help the kids once they arrive in 6th.
I seem to spend an inordinate amount of time explaining and showing words
like "property" only to get the question "what's a property?
" during the test. AHHHHHH.
Anne Renior