This book continues to be engaging on many levels, and challenges the current academic standard. Chapter three is focused on standardized testing, and how our system is backwards. We are focusing on standardized tests and majority of a teachers time is spent teaching to these test. Why teach to the tests?... This is where labels are made.
How are these tests influencing learners.....
In chapter three one focus is on the Massachusetts Comprehensive Assessment System (MCAS). It is suggested that this assessment is actually increasing the dropout rate of students. The reason being is that many students recognize that no matter how many times they take this test, they are unlikely to pass, and need to pass to receive a diploma. Eventually these students feel they have no choice, and do not see the importance (neither do I) of coming to school if they will not "pass" out of high school. An even scarier fact is that a passing score on the MCAS is not even a reliable indicator that students have mastered skills specific to college success (Wagner, 2014).
The major reason for all of this state testing, including the MCAS is a direct result of the No Child Left Behind act (NCLB). This act proposes a very unreasonable and unrealistic goal: that 100 percent of students will meet proficiency by the end of...their grade and high school. Similarly I propose that every college student must complete their bachelors degree within a four year period, or their learning is deemed irrelevant, and they must start over or find something new (UNREALISTIC). Is that not what we our basically teaching our students? That if they do not meet certain criteria at a specific time that they are not moving at an adequate rate. How harmful is this to student affect, self-esteem and learning. Now on top of it lets remove all discovery based learning, and limit students as to how and what they learn, oh yeah and any music, physical education, or art has to go as well. These areas are not as important.
Think of these benchmarks within developmental standards, there is always a range, and this range can often be exceeded. Think about a child's growth as far a height and weight, crawling, walking, speaking, when all of their teeth come in, potty training, when puberty will occur, when they learn to drive and so on. In everyone of these situations there is and will never be 100 percent success based on the standard. If a student does not meet specific benchmarks in these areas we provide interventions, academic, developmental or medical. Why would this be any different for a students' learning?
Throughout Tony Wagner's book (Global Achievement Gap) he continuously asks prospective employers what the most important characteristic or trait is they look for when hiring new employees. All of them directed their answer to critical thinking and the ability to ask good questions as well as collaborate with a team. For me it is easy to see that these standardized tests are failing students, as well as most high school academic programs. In a major study of 400 employers' expectations for new employees, mathematics did not even fall in the top ten. I am not at all saying we throw math to the side. But why is upper level math a major focus in high school if it is not even a skill that is sought out by employers?
I could keep "ranting" on, because this chapter seems to have struck a nerve. I also apologize for my writing being all over the place. I will leave you with this. I went into education because my journey into the real world (workplace, college, military, and career) was directly influenced by my work experience, starting at the age of 14, as well as my time in the military between the ages of 18 and 25. I have never struggled in a work place, or the military, and actually excel in both settings. However, I struggled throughout my entire education through grade 12. I received minimal guidance as to college or any discovery into my own career or passion (in high school), and it was assumed that I would go to college because everyone else was.
I am an educator because I want to connect, inspire, create, and learn about and from the students I interact with. I am a firm believer that we learn through sharing our experiences, if one is willing to humble themselves and be human in front of all students, more lives will be touched than any one test could count.
How are these tests influencing learners.....
In chapter three one focus is on the Massachusetts Comprehensive Assessment System (MCAS). It is suggested that this assessment is actually increasing the dropout rate of students. The reason being is that many students recognize that no matter how many times they take this test, they are unlikely to pass, and need to pass to receive a diploma. Eventually these students feel they have no choice, and do not see the importance (neither do I) of coming to school if they will not "pass" out of high school. An even scarier fact is that a passing score on the MCAS is not even a reliable indicator that students have mastered skills specific to college success (Wagner, 2014).
The major reason for all of this state testing, including the MCAS is a direct result of the No Child Left Behind act (NCLB). This act proposes a very unreasonable and unrealistic goal: that 100 percent of students will meet proficiency by the end of...their grade and high school. Similarly I propose that every college student must complete their bachelors degree within a four year period, or their learning is deemed irrelevant, and they must start over or find something new (UNREALISTIC). Is that not what we our basically teaching our students? That if they do not meet certain criteria at a specific time that they are not moving at an adequate rate. How harmful is this to student affect, self-esteem and learning. Now on top of it lets remove all discovery based learning, and limit students as to how and what they learn, oh yeah and any music, physical education, or art has to go as well. These areas are not as important.
Think of these benchmarks within developmental standards, there is always a range, and this range can often be exceeded. Think about a child's growth as far a height and weight, crawling, walking, speaking, when all of their teeth come in, potty training, when puberty will occur, when they learn to drive and so on. In everyone of these situations there is and will never be 100 percent success based on the standard. If a student does not meet specific benchmarks in these areas we provide interventions, academic, developmental or medical. Why would this be any different for a students' learning?
Throughout Tony Wagner's book (Global Achievement Gap) he continuously asks prospective employers what the most important characteristic or trait is they look for when hiring new employees. All of them directed their answer to critical thinking and the ability to ask good questions as well as collaborate with a team. For me it is easy to see that these standardized tests are failing students, as well as most high school academic programs. In a major study of 400 employers' expectations for new employees, mathematics did not even fall in the top ten. I am not at all saying we throw math to the side. But why is upper level math a major focus in high school if it is not even a skill that is sought out by employers?
I could keep "ranting" on, because this chapter seems to have struck a nerve. I also apologize for my writing being all over the place. I will leave you with this. I went into education because my journey into the real world (workplace, college, military, and career) was directly influenced by my work experience, starting at the age of 14, as well as my time in the military between the ages of 18 and 25. I have never struggled in a work place, or the military, and actually excel in both settings. However, I struggled throughout my entire education through grade 12. I received minimal guidance as to college or any discovery into my own career or passion (in high school), and it was assumed that I would go to college because everyone else was.
I am an educator because I want to connect, inspire, create, and learn about and from the students I interact with. I am a firm believer that we learn through sharing our experiences, if one is willing to humble themselves and be human in front of all students, more lives will be touched than any one test could count.