Too Much Testing?

It's been a long three weeks of standardized assessments.  All this testing has me thinking, how much is too much?  At what point does the quantity of assessment outweigh the quality, purpose, and time apart from instruction?  With 27 school days interrupted by standardized testing this school year, when is enough finally enough?

District and state mandated testing serves a purpose of Data collection to measure student achievement and growth.  However, 27 days of testing throughout the year seems ludicrous.  It feels a little disheartening being in a position where there isn't much I can do about the quantity of tests, except to trust that my students are confident in the skills being assessed and how to follow the directions to take the test.  This year, the 27 days of assessment does not include the time spent preparing students on the "how to" of test taking.  My students take their first (of many...) content based state mandated standardized tests in 3rd grade and much of the preparation is simply about how to be successful with the directions and procedure of taking the test.

This past week, my 3rd grades took a state mandated reading test, which, if a student doesn't pass this test the student must be retained in 3rd grade.  No pressure, right?  There was a huge elephant in the classroom all week about the "consequences" that go along with this test.  We did not discuss the retention consequence in my classroom for a number of reasons, but I disagree with the scare tactics of this kind of testing.  

So, when we're not testing students to threaten retention, the assessments are justified as Data collection to measure growth.  Oh data/Data, you are double-edged sword when it comes to the standardized test.  On one hand, I have no choice but to accept the Data because the tests are normed and this is necessary Data I must have for purposes of my state's new teacher evaluation system (that's a whole other post...).  On the other hand, the consistent interruption of instruction to collect Data seems to defeat the purpose-- instruction.  

Assessment absolutely has its purpose, but the purpose needs to be student focused.  Matt at From the Desk of Mr. Foteah writes concisely and eloquently about data and Data:

Any dedicated teacher who truly wants to inspire the greatest achievement in her students understands the value of good data. I get this kind of data from quizzes, conversations with students, observations of what they’re saying and doing, homework, and exit slips. When I interpret the data, I am able to determine what my next steps should be for individuals and the whole class. This is what is meant by “data-driven instruction.”
You see how nice it is? Don’t you want to cuddle up with some data and figure out how it’s going to help you better teach your students? Of course, you already do, and you do it reflexively. I know you do because you understand its value. Any teacher who uses data would be considered in tune with student needs and is actively considering every student’s unique situation. This takes skill and dedication and teachers who use data to figure out next steps ought to be celebrated because they are truly tailoring their instruction to meet students where they are.
Data with a capital d serves a whole other purpose and has an entirely different value, neither of which have been determined yet! It seems that Data is mainly used to point out just how awful teachers like you and me are. That’s because Data essentially amounts to student standardized test scores. Unfortunately, too many know-it-alls in the reform dialogue don’t know what to you, me, and most is self-evident: all students are not the same!  (read the whole post)

The humanity of our profession is lost when students are tested simply to collect numbers, numbers then used to bucket and label student achievement and potential, or used to measure teacher effectiveness (I argue this is also known as "how well students can take the test.").  I'm tired of testing, testing, testing for the sake of Data, and tired of having to tell my students that this is just the way it is and what they have to do.

Sadly, teacher's perspectives on the subject of standardized testing often falls on deaf ears with the powers that be.  Students and their parents are overwhelmed with the amount of standardized testing and theirs are the voices that also need to be heard.

What are your views of standardized testing, "data-driven instruction," and Data collecting?  When is enough, enough?
 

Goal 2: Highlight a Magical Teaching Moment #30goals

I've struggled with this goal as I've been mulling it over in my mind.  The school year is made up of so many magical moments, a mosaic of learning, growth, and creativity.  Reflecting on my years of teaching, there certainly are students who have made a lasting impression but focusing in on one magical moment has been a challenge.  The long-term part of this goal is so important- to keep a record of the magical moments as they occur.  So I revisited my blog posts and found some inspiration and affirmation in two particular posts, Opening Doors with the Wednesday Walk and License to Blog.

My reflection on these two posts with the frame of reference of a magical teaching moment:

• An ordinary walk can become an extraordinary learning experience and break down walls for students and teachers alike.
• I am overwhelmed with my students' response to blogging.  Our blog stats as of today: 287 posts and 896 comments.  The collective voice of my student blog authors speaks with such volume and intention as to why I do what I do as a teacher.

This school year I have taken up the role of a learner in many ways with curriculum changes and integrating technology.  I think the magical moments that stand out to me are the ones directly tied to the difference in the way learning occurs in my room this year.  This goal has been positive encouragement to continue to write about the successes and the magic that happens along the way.

With Enthusiasm,
Sara

When "Children's Theatre" Grows Up

One of my greatest passions in life is theatre.  Since my first leading role as Mrs. Claus in my own 3rd grade play, Santa Claus Takes a Vacation, I have been hooked, (line and sinker!), so much so that my undergrad degree is actually in Theatre.

If James Lipton, of the Inside the Actor's Studio fame, asked me what profession I would do other than teaching?  Simple.  Anything theatre.  Anything.  I could live in a theatre, on a stage, with only the ghost light on.  In my world, it's pure magic.  I feel theatre with my whole being that it's as much a part of me as motherhood.  My rival passion for teaching is equally as strong, so what happens when these two collide?  Children's theatre.

Ok, let's be honest, sometimes "children's theatre" has a stigma of being kitschy or cutesy in a way that it falls into a "not-real-theatre" category.  I've had to work hard to get over that silly stigma in my own mind in order to create an environment that truly allows students to experience the magic I see for myself.

In the fall, I hold weekly meetings that follow a workshop model, using a lot of improv to teach creativity, imagination, thinking and speaking on the spot, and getting comfortable in front of others.  After each activity, game, scene, etc. we reflect with positive and specific comments of what was working and what we liked about the choices the actors made.  It's a very supportive, collaborative, and hilarious experience for all participants- myself included.  The workshops are my way of getting to know the strengths and potential in these children.  Then in the winter we begin rehearsals for our spring play.  Many of them have participated in 3rd grade or in a summer workshop, so by the time they're in 4th grade and part of the cast for the play they have a solid foundation in performing on stage.

This past wednesday I held auditions with the 4th graders who will be the main cast for our spring play, Charlie and the Chocolate Factory.  I had them fill out an audition interest form to gather information about their special talents, performing experience, intent to participate, and finally the type of character they would like to play.  Typically, I'd give them a cast of characters and let them rank their top three.  But let's face it, Charlie..., is a delicious story with some of the most memorable characters in the Roald Dahl collection, and they all wanted to be one of five main characters.  Instead of the cast list, I described the characters by type:
- calm and logical
- extreme and loud
- inspirational and creative
- an elderly person
- good at sharing information
- wise and loving
Students ranked these types of characters and then responded with why they wanted to play their number one choice of character.  Reading through their responses to these questions, I find myself going back and forth between hilarity and being humbled.

Question: I want to be part of this production of Charlie... because:
Student Answers:

• I think plays just make me feel great and relaxed
• I love being onstage because it makes me feel special
• I love to act in front of large audiences (this student underlined large on her paper)
• I like acting and now I have something to do after school
• It makes me feel free

Question:  I would like to play this type of character because...
Student Answers:

• I would like to be extreme and loud because I want to show something I am not.
• Being creative and inspirational is what I want to be in life and even on stage.
• (student chose "extreme and loud") It gets the inner me out in the fun.
• (student chose "inspirational and creative") It sounds like what I love in a person.

Question: What are your special talents:
Student Answers:

• limited hula-hooping
• shopping
• meeting people
• smiling
• winning 50pp in Mario Kart 7
• making high-pitched sounds

The final question on the page is "I also want to tell Mrs. Hunter..." so they can write whatever it is they need to write.  This group was very sweet with their compliments and sharing that they do, after all, like me.   But there was one response that really stood out, it was simply "I trust you."

Suddenly "children's theatre" becomes a self-defining, legitimate, life-changing and hilarious experience.

My Me Manifesto, Goal 1 #30Goals 2012

I've loved making videos (like this goofy one) since I first learned how to import & digitally edit on the computer about a decade ago.  So, in thinking about sharing my Me Manifesto, video won out.  Enjoy!

My reflection...
I live an inspired life and have tremendous passion and enthusiasm, so it was actually difficult to narrow down my lists of what I believe in general and about teaching and learning.  Trust me, you didn't want to sit through an 8 minute Animoto video...  There has definitely been a shift in some of my pedagogical beliefs in the past year and it felt wonderful to express my beliefs in a creative medium.  There is freedom in sharing.

Don't Just Sit There

Thank you to my amazing literacy coach, whose wisdom, affirmation, and call to action woke up my educational enthusiasm from a long winter's nap.  You reminded me that it's okay not to do what everyone else is doing, and to go back to my roots and hold fast to my beliefs about education.  Change, just like learning, is messy.  Sometimes it's two steps forward and one step back.  

To keep moving forward, I've given this blog a more appropriate title and redesigned with some color.  My classroom is about to get an overhaul because, well, looks just aren't everything and it needs more functionality instead of "pretty. " My class is getting subscriptions to  eduglogster.com, voicethread.com, and possibly also voki.com.  There are so many amazing ways to integrate these tools into the classroom and my students are going to love it!  I'm also coordinating Quad 80 for the next cycle of QuadBlogging.net where we have two US classes and 2 UK classes of student bloggers.  Finally, a global collaboration!

When I write about my philosophy of education, I'm always drawn to use a comparison to the theatre.  The hours and hours of precious, priceless rehearsal that finally lead to the performance.  Those rehearsal hours can be rough, exhausting, and yet, exhilarating all at once.  Learning is so much the same, with the struggle to understand and the freedom and release of knowing and sharing.

With renewed enthusiasm,

Sara

Your thoughts:  What do you do when you need a little inspiration?