1. Hi George,

    It’s like transforming the physical classroom by spending thousands on technology and furniture, but if the person still teaches the same way, there will be very little impact.

    Actions speak louder than words.



  2. Really worried that some of this advocates shouting at the rain. Unless there’s a tremendous concerted push on the part of educators, administrators, school board, boards of ed, etc. and their professional orgs to move away from these measures, they will continue to be part of the conversation. Maybe that’s okay. Maybe they should be part of the conversation. Maybe our job as professionals and to raise the bar of the conversation around assessment and help our institutions see these standardized tests as part of a portfolio of assessments (not tests). Part of the damage of the test is that we have allowed more and more to be piled upon them as expectations of what they can do. In reality, they can say, “Here’s what a group of students, on average, were able to answer correctly at this point in the school year.”
    Okay. That’s fine. The next question, does this support or confound the other sources of assessment data we bring to the table.
    How many times do we sit down with a single data set and say, “This is how well our kids read”? Too many.
    How many times do we sit down with a robust set of teacher-, student-, family-created data and say, “This is a pretty complete profile of our students as readers”. Not enough.
    It’s not a dichotomy of tests or something else – at least not in the current system. Instead, we would be well-served to make it a portfolio of tests AND much else.

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