In this article, Matthew Levey questions the efficacy of current educational state tests in assessing knowledge.
At present public schools provide feedback to parents and the broader community in ways that rely heavily – if not exclusively – on scores from state tests given once every Spring. As I make clear in the post that follows, there is nothing wrong with testing kids to see what they know – we do it at school all the time. The issue is making more of data from one test than is deserved.
Advocates for test-based accountability concede that chasing annual test scores can skew teachers’ and administrators’ behaviors. But for the most part they argue for more time and effort to come up with the right metrics. The concept remains valid, they say, even if the execution is problematic.
As a school founder I respect the rules under which our charter was granted: Our third graders will take tests in Math and English this April, just like other public school students across New York. But I hope our response to those tests can spark a conversation about returning more power (and trust) to parents to determine whether ICS — or any school – is the ‘right’ school for their child.
Key points include:
- Test-based accountability
- Skewed teachers’ and administrators’ behaviors
- Parental trust
Read the full article, Accountability in Public Education, on LinkedIn.