The tests were never intended to be used to determine whether or not a student was promoted to the next grade. The tests were intended to tell the teachers how the students responded to provided instruction. THe schools were to look at how the students performed in specific areas and do so over the years so that schools could improve and fine tune their instruction.
THere was an uproar when NY city schools received error laden test results. THe test scores had to be recalculated and horror of horrors, numerous children who were thought to have scored in the lowest (say 10% mastery of content for that school year) tier had actually scored a bit higher (say 12% mastery). Agreed that the testing company should have to pay through the nose for making an error. The part that shocked me was that parents were outraged that their kids had to go to summer school as a result of the testing company’s error. If my child scored horribly on the test I’d be BEGGING for additional class time, summer school but these parents were irate because, technically, the slightly higher score meant their student wasn’t REQUIRED to attend summer school. I’m not indifferent to summer vacation plans and child care issues etc. - but isn’t it more important that the student aquire more than the low teens in mastery for that school year so he/she doesn’t fail the next year or drop out in frustration?
Teachers have been saying there’s too much testing for decades but this story is posed as if it is a new and burgeoning problem that must be addressed.
Thank you.
I got off track. I meant to make the point that the tests were to be used for instructional evaluation and can still be used that way. Drop the grade promotion basis and just use them to evaluate the instruction. Okay to make graduation based on other things - dubious but okay. So make graduation depend on grades but still use testing to determine if kids are learning anything for that grade promotion. Have SOME idea whether you are just pushing kids through a chute or if they are learning something.
umerous children who were thought to have scored in the lowest (say 10% mastery of content for that school year) tier had actually scored a bit higher (say 12% mastery).