Standardized tests are AMAZING!!
(Said nobody ever)
Except me. Right now.
Standardized tests are amazing at measuring exactly what they say they are going to measure. It is true. They are pretty incredible at it.
Now, as for the coerced usage, cost, and accountability measures associated with standardized tests, I am with the rest of the educational universe (besides the policy makers) in regards to having a generally anti-standardized test vibe.
But, just because we do not like something does not mean we can afford to not pay attention to it. And, I think FAR too often, that is exactly what we tend to do. We look for the positives, but then find blame for the negatives, complain about the tests, and defend what we do.
Most schools at this point give two types of standardized assessments. The first is the one they choose. This may be STAR, MAPS, AIMSWeb, or some other nationally normed assessment used as a universal screening tool and/or benchmark assessment. The second type of test given is the one the state issues for us as part of the Federally mandated accountability system.
Both of these assessments are aligned to standards and, in most cases, can be used with relative accuracy as predictors of performance on one another. To explain, most districts know a score of X on the benchmark test will result in a score of Y on the state-issued accountability test.
This is useful and one of the reasons why most people actually find real value in the benchmark assessment of choice in their school or district. The other reasons would be timely results, identification of learning gaps, and detailed data reports to help guide instruction.
So . . . here comes the part people are not going to like. I know this from personal experience in my professional life, but I also know it from observational experience based on the fact that we tend to simply ignore, as an educational collective, what is absolutely staring us right in the face.
If standardized assessment A says something really similar to standardized assessment B and our local assessments (and grades) say something completely different shouldn’t that bother us? I mean at least it should make us do a double take and give something a bit more consideration.
Let me use some hypothetical data to paint a clearer picture.
School A has 86 percent of kids on the A or the B Honor Roll (we can debate honor rolls in a different blog) BUT only 32 percent of kids meet standard per the state assessment and 40 percent show that they are on grade level on the benchmark exam (STAR for example).
I hope you are starting to get my point. If the data from local assessments and local grades is the one data point that does not line up with the other two data points (state testing and benchmark testing) then we must take action. That action is defined by two choices.
Choice One – Look in the mirror and understand that the problem is in how we operate locally and make adjustments.
Choice Two – Point the finger and blame the ‘evil’ that is standardized assessment.
Only one of these options helps us grow so that we can better serve kids.
If this all seemingly makes sense to you, but you are unsure where to start, here is a simple 5 step process to GET YOU STARTED over these summer months.
- Compare student grades or local assessment scores (in your class, school, or district) to benchmark and state assessment performance.
- Begin breaking down your assessments by explicitly labeling what standard, objective, or essential outcome (or whatever other vernacular you use) is measured by each assessment question.
- Evaluate how much each standard, objective, or essential outcome is worth on each assessment and whether or not that matches your intent.
- Analyze the level of rigor of each question asked (use Bloom’s or DOK – whichever you prefer).
- Now, for reference, find the old PARCC or Smarter Balanced sample test questions and evaluate their level of rigor.
My guess is that you will find that our local demand on students’ cognition is FAR lower than that demanded on the standardized assessments they will be taking. The purpose of this exercise is to show us that we are aiming too low. We, and our students, are capable of more than we can imagine. Keep pushing. Demand critical thinking. Force our students to discover their own brilliance as we continue to refine ours.
This work is hard. It is time consuming. It takes (in almost all cases) true collaboration and vulnerability among team members. But it is absolutely worth it. If we are not asking great questions we will not have great assessments. Without great assessments we will never have great data. Without great data we cannot make the mid-course corrections kids deserve.
THE BEST THING I READ/WATCHED THIS WEEK
Five Ways to Impact the School Culture Regardless of Your Title By Amy Fast
“Too often we wait for someone with a certain job description to ‘fix’ a seemingly broken culture, and while it is certainly frustrating when the one tasked with leading doesn’t rise to that occasion, we have a moral imperative to step up to the plate to make our schools places where humans grow and thrive because our students and those who work on students’ behalf deserve it.”
THREE PEOPLE YOU SHOULD KNOW
Dan Cox
Susan Enfield
Rick Jetter
WHERE YOU CAN FIND ME SOON
ON DEMAND – Manage Your Time or Time Will Manage You Book Study
ON DEMAND – Communication MicroCredentialing Program
JUNE 1
Pikeland, IL
End of Year Keynote
June 9
Kane ROE
The Evolution of Education – The Journey To Personalized Learning
JUNE 1
Online
Manage Your Time or Time Will Manage You (Online Learning Experience)
June 10
Danielson Evaluation Training – CUSD 305
MORE OF MY MUSINGS
Podcasts
NEW RELEASE – MCUSD Staff Room Podcast – End of Year Reflection
NEW RELEASE – Transformative Principal with Jethro Jones (w/Mike Lubelfeld and Nick Polyak)
Writing
Edutopia – Leading with Integrity
“Every time you choose to avoid a difficult conversation, it is a selfish decision. Why? Because the only person who could possibly benefit from avoiding a difficult conversation is you. And that win is only emotional and temporary.”
ASCD – Four Must-Do’s For Empowered Principals
Vision—now and always—is the difference maker. Great principals can imagine a brighter future for their building, even in the midst of tribulation, that can bring energy and excitement to those they serve. If you cannot imagine education at large and your particular school as significantly better and different than it is in its current state, it is going to be hard to lead significant change
Thanks for taking the time to read this newsletter.
It would mean the world to me if you could share it with one person each week. We all get one chance to live a life of passion and purpose. Help me maximize my one at-bat.