COMME N TA RY & PA R EN T ING
Ask the Teacher Standardized testing, disagreeing with classroom policies, challenge work Deb Krupowicz
Q:
There is so much debate in the news about testing in schools – the “need” for testing, the perspective that there is too much testing, and that all teachers can do now is to “teach to the test.” What, exactly, does all of this testing mean to my fourth grader?
assignments, essays, projects and classroom tests – completed over time and in a variety of formats are much better indicators of student mastery of content.
A:
Our educational world is driven more and more by data, heightening the need for testing. A generation ago, testing-derived data was used to determine if a student was learning what was expected. Now, the data provides numbers that not only offer an indicator of a student’s learning, but also of a school corporation’s effectiveness and of an individual teacher’s ability. To your child that means that as long as there is a perception that this data is meaningful in determining those things, the testing will continue. When the testing becomes an objective in and of itself, and interrupts the flow of classroom instruction and content, we have to reconsider its role and the time being dedicated to it. It is prudent that all parents are keenly aware of the educational costs of testing, that is, how much time is spent discussing testing strategies, learning the vocabulary associated with testing and practicing various testing formats – as well as the actual testing itself. Seek to understand if this comes in the context of mastery of curricular content or as a skill set independent of new content. If the testing being done is based on a state’s standards, by definition teachers are always “teaching to the test.” However, we must recognize that the standardized test is only one indicator of mastery. Other valid assessments –
36
CINCINNATIPARENT.COM // APRIL 2015
Q:
When my son’s teacher explained her policy about allowing kids to re-do any assignment that they wanted to for full credit, I thought it seemed like a good way to instill the value of a strong work ethic. Now, I think my son opts to hurry through his work because he knows he does not have to give it his best at the start. What do I do if I disagree with the teacher’s classroom policy?
work correctly the first time rather than spend additional time completing the work again. Each of you might consider tracking your son’s assignments, noting when the work meets expectations the first time and when it must be redone. If his work requires re-doing regularly, show your son your “records” and explain that the primary goal is for him to do his best the first time he does an assignment. Together define a specific goal such as “No more than two assignments per week will need to be redone.” Help your son track his efforts so that he can see the progress he makes. Seeing progress provides great incentive toward improvement. This nudge may help reap the benefits the teacher hoped for with her policy initially.
Q:
My first grade daughter is great at the math “challenge” work that her teacher offers when the regular work has been completed. I am grateful that she provides it, but it makes me wonder if she is being challenged consistently. Should I wait for the teacher to initiate a conversation about this?
A:
Face-to-face communication is always the best way to share concerns about classroom policies and teacher strategies. Share honestly with your son’s teacher how you felt about her announcement of the policy and your very specific observations since then.
A:
Teachers have the tough task of determining how much challenge is enough and how much is too much. The younger the student, the tougher this task is. Certainly the teacher wants to feed your daughter’s enthusiasm for math without causing stress for her. The teacher is very conscious of the building blocks provided by the curriculum and necessarily cautious about making sure the foundation for her future math skills is sound.
The teacher will likely suggest that as your son matures he will prefer to do the
Let the teacher know how much you appreciate the challenge opportunities