Alternatives to Standardized Testing in Schools

¶ … Learning through Social interaction What personal experiences do you have with assessments? While teaching middle school in San Diego, California, many of my colleagues, encouraged by worried administrators (who feared a loss of funds) were simply "teaching to the test" in anticipation of standardized testing at the end of each semester. No Child Left Behind created an ongoing source of tension as schools and teachers attempted to comply by assuring that students were familiar with the material that would be on the standardized tests.

I was skeptical and joined with several other faculty members in working towards an alternative kind of assessment, beyond standardized tests. We knew what much of the material would be on the tests, so of course we also focused on those topics.

But we also established portfolios, not digital portfolios (we didn't really have the technology to create digital portfolios) but rather folders with hard copies of student work (the expanding kind of folders) that I paid for out of my own pocket (many teachers bought supplies for their classes because the budget at our school was very tight).

We (the two other faculty that rejected strict adherence to preparing for standardized tests) kept assessment journals that increased "…teaching efficiency and effectiveness," and attempted to help in the teaching to "diverse learners" by interviewing and systematic observations (Vacca, et al., 2014, 104-05). What type of assessment do you prefer? I prefer "authentic assessment," which, according to Vacca, entails being a very good observer and an even better listener (104). And when I say "observer" I also mean that I rarely ever turn my back on the students.

When I'm talking to the class, I work my way up and down the aisles turning to students as I pass them whenever my trajectory allows that. I don't stand in the front of the class and lecture. My eyes are constantly scanning every face to that I know who is getting it, who is distracted, and who is simply tuned out for some personal reason.

A student's body language often tells a truer story about that student than anything they might say, hence, I have carefully researched body language and this is always part of the "authentic assessment" I embrace. I keep notes on a form similar to what the authors present on page 116, and those students who did not really absorb what was being shared in the class (or an assignment on the board) are given special attention.

Following my conversation with them, assessing where they are in terms of where the class is supposed to be and what is going on in their lives that might be impactful vis-a-vis their inattention, I stay after class and make notes about those sessions while it is still fresh in my head. It is another kind of portfolio.

What type of assessment do you think your students will prefer? Some students would just as soon take a test and leave it at that, but I think most of my students prefer doing more than that to assess their progress and their ability to successfully complete important assignments. Some of those who prefer not to take tests know that they don't do well taking standardized tests; for some reason they tense up, they feel pressure and they make choices that are guesses rather than thoughtful responses.

On page 95 Vacca asserts that assessing students involves "…gathering and using multiple sources of relevant information about students," and basing the value of that information to catalog and review periodically through the school year. This is the kind of assessment I know students prefer because they want and need personal attention; they feel left out just being part of a class of say 25 to 30 students if the teacher doesn't have the time or the inclination to reach out in some way to address them individually.

Keeping copies notes on their progress (and needs) is important when sitting down with them; they see the effort the teacher has gone to in order to assess their learning skills and comprehension,.