4 key examples of educators, communities pushing back against high-stakes testing

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  1. What is of concern to this educator is how poorly our students’ levels of education compare to similar students in other industrlized nations. I’d like to hear about how we can restore our children’s educational system rather than hearing about all the efforts to destroy every initiative being tried to fix the problem. How can we fix our students’ low education levels? That’s where we should be spending our time.

  2. This is a wonderful start to keep in check the ideological fervor of pro-testing forces which seek to reduce a student and a teacher’s worth to standardized testing results. I wonder: Do members of this standardized testing crowd call for a reduction in their favorite professional baseball players’ salary when those players are successful only 3 of 10 trips to the plate instead of 3.3 of 10 times?

    Also remember that those who use a business model to compare educational testing performance to business production and sales forget that when I am not making my bottom line in test performance, I cannot fire my under-performing students –my employees, if the business comparison is fairly extended–as an employer has a right to do with her or his employees in the business world when sales or performance does not live up to market expectations.

  3. I applaud all four efforts here. The very idea that U.S. students take an average of some 112+ standardized tests between grades K-12 should be of concern to educators at every level. The Value-Added Measures (VAM) Model, to determine teacher effectiveness, has been disproved as valid or reliable by such entities as UCLA’s Institute for Democracy, Education, and Access. Perhaps it is time that schools looked into criterion-referenced testing rather than standardized testing per se. Multiple measures, including what teachers have long done in, ongoing, formative and summative classroom assessments make the most sense

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