SchoolFinder Blog

Teaching to the Test

Those are some dirty words in education. Teaching to the test, what does it mean? The only definition I could find online was: “Teaching to the Test”: This phrase refers to the possibility that with the emphasis on test scores, teachers would focus their instruction on the test only. The concern is if the test is the major focus, many other worthy things in the curriculum will not be taught.

This debate is actually a sub-debate on what is the purpose of education.  If you believe the purpose of education is to create open minded thinkers then teaching to the test is always a bad thing. If you believe the purpose of education is to build a base of skills then you will want to make sure all students achieve a specific standard, which you can measure with a test.  As with almost everything in this world the middle ground is where we find most people. Students do need a minimum set of skills to survive and hopefully succeed in this world. Students also need to open their minds and learn how to learn. Like new math vs. old math and phonics vs. whole language the education world seems to revolve around teaching skills vs. teaching concepts.

Recently in New York and Washington DC there have been some impressive gains in standardized test scores. Schools such as Plummer Elementary have made adequate yearly progress for the first time in years. Michelle Rhee, D.C. Schools Chancellor, claims the results to be, at least in part, attributable to initiatives she implemented. Rhee, in her first year as chancellor, has asked for more accountability from principals and teachers, increased test prep, and emphasizes data-driven results.

Of course Rhee has received criticism for her hard line stance. I expect there to be a backlash in the coming years as the gains made this year plateau.  Eventually, someone else will trumpet the call to give our students a more rounded education and to stop teaching to the test. By that time Rhee will be probably be ready to move on and the school system in DC will be ready to let her.

Almost anyone a person speaks to in the education world will admit that one ultimate test a year is not the perfect measure of a student’s or a school’s progress, yet we continue to spend millions each year doing that exact thing. On the other hand anyone who is honest will also admit that it has become much too common for report card grades and a student’s mastery of a subject to have very little in common.

It has become more common for teachers to use what is known as formative assessments on a regular basis. A formative assessment is basically a short informal quiz to judge if a student is on the right track to reaching the goals the teacher set. At the end of a unit, quarter, or semester teachers follow up with what is known as a summative assessment. Summative assessments are more formal tests with more rigorous question. With the right curriculum map of the year and quality goals to meet, supported by quality assessment, students should not meet expected goals.

This is why I like working for GlobalScholar, with the addition of Pinnacle GradeBook it is one of the best vehicles for doing this exact thing. GlobalScholar maps out the curriculum and monitors progress throughout the year. While at the same time facilitating both informal teacher created assessments and formal professionally written assessments. GradeBook allows the teacher to keep track of grades according to standards and allows teachers to pinpoint specific standards or specific students at specific standards for reteaching.

In the end we are getting to the real point of all this testing. That is we are learning what skills and concepts the students understand and what skills and concepts the students do not understand. Now all we have to do is create solid standards to use as a measuring tool.