The Year: The College Professor Returns to School, Week 2

Getting into a Groove

What can I say? The students are great. They are becoming less chatty especially after pointing out how a lack of focus can lead to unexpected consequences.  I have noticed that when compared to previous middle school students I taught some 17 years ago, they are less test shy but have much more test angst.  They are very savvy test takers; however, this makes them highly suspicious of pretests or assessment given to gauge where they experience difficulty.  It took me some time and several "I promise you's" to get the class to work through a Civics inventory.  Many became nervous upon beginning the test and began to voice that they did not know the answer.  I watched many students wrestle with questions that had definite answers; for example, there are specific resources found in the Appalachian Mountains and either you know them or you do not.  Many test taking strategies fail students when confronted with these types of questions.  Reading the remaining items will not provide you any indication of the answer.

I kept saying, "Of course you don't know it. You are not expected to."

This would satisfy them for a few minutes, but then another student would raise his or her hand and mutter exhaustively, "I have never heard of... How am I to know the answer?"

This would rile the class and inevitably someone would state, "You sure you are not going to count this as a grade."

"Of course not. That is not only unfair, it is ethically improper." Then a nagging thought hit, If I know they will not know most of what is covered in the inventory, why not go directly to instruction? Why waste time (theirs taking it and mine grading it) and paper?

Finally, they seemed to settle.  Until.  Hand rises. Is there a reference sheet? My response: No.  Groans and the flipping and flapping of paper are heard.  I become a little miffed and slightly raise my voice, "You are not thinking logically.  I would not give you a test that I know you would not pass and then count that as a grade. Please, just continue. When you come to a question you do not know, guess and move on." 

Later that day, upon reflection, I realized why they did not believe me.  Is this not what we do in the game, excuse me, name of high-stakes testing for a large portion of students?  We create an exam, field test it (just do your best, it will not count against you), set passing scores (it just counts for everyone else and you, too, but later), then disseminate the test (if you don't pass it you repeat the course, grade, year, etc.).  Students' performance dictates what resources are published and made available to teachers and those areas of weakness become the latest workshop craze or in-service must have. There will be a proportion of students who will succeed on any such exam; however, many will struggle until some other test can be used as an equivalent - since we do not want the state's graduation rate to drastically fall and be placed on the list of  lowest performing states that is viewed by companies when they conduct research on whether or not to build a plant or move to the state.   No wonder students were concerned that their lack of knowledge would one day, and one day soon, be used against them. 

Upon grading their responses it was apparent that they knew more than they thought they did. Perhaps this is what test designers are trying to discern, but are going about it wrong. Why not give students a pretest at the beginning of elementary, middle and high school. When they complete the final year of these divisions they are given a one-time post test.  If they do not show growth, use the summer to beef up their weakest points and send them merrily on their way. This cannot cost any more than the tests that have already been developed, administered, tested, and reported.  Along with some passing score, parents receive a narrative about what their child does well and what he or she needs to work on with a list of free resources located at their public library and area bookmobiles.  Yes, there are flaws in my proposal, but aren't there flaws in current testing?  Do you have any ideas? If so, let us talk. Then let others join the discussion. This is of course what is absent from current state departments of education: dialogue with and input from those in the trenches at the conception of assessment plans, not after.

As the week progressed, I finally began to send the class to their appropriate destinations on time.  I still go over the 10:30 AM exchange and am subtly reminded by the awaiting teacher that she is ready to begin instruction.  I am still getting used to escorting students to and fro.  One of the biggest changes is having to think about going to the restroom instead of simply notifying the class that I will be right back in a few minutes.  This means that I have to plan my liquid intake.  Speaking of planning. It took me some time to wrap my head around planning for multiple subjects.  The light bulb finally went off and now I look forward to mapping out the rest of the first-nine weeks.  I attended my first county in-service workshop provided by the publisher of the book used for Civics about the book's online companion. I thought it odd that we weren't divided by technological savvy and not grade/subject taught. Just an observation. I was also fortunate to attend a Department of Education meeting to review the blueprints and specifications for the upcoming Middle Grades English teacher certification test. Those are always enlightening.

It seems there is no shortage of observations to be made as my day evolves. I am sure I will have much more to share as the year unfolds.

Until next week...