It’s a bit mind-boggling to me that we even need to discuss the topic of this post – of course we shouldn’t have standardized tests this spring and, of course we should have any kind of standardized benchmark tests (as our district is pushing).
The impetus for both of these efforts is definitely not coming from educators who are teaching students everyday and who understand the challenging circumstances our students – and we – are facing.
There are so many arguments against both, including they would take away from the already reduced instructional time we have with students now.
I am focusing, and I suspect this is the case with most teachers, on formative assessment – constant formative assessment. Personally, I’m using Quizizz or Nearpod every class, along with almost constant check-ins at breakout rooms and fitting in short individual meetings with students. Those actions are giving me accurate data I can use to modify my instruction everyday.
If you are in a situation where administrators are trying to foist this kind of education malpractice upon you and your students, and you would like more evidence (besides basic logic and common sense) to back up your position, check out these articles and reports:
To test or not to test? Colorado educators and advocates divided on CMAS in a pandemic is from Chalkbeat.
One-Sided “Advice” on Remote Test Administration Isn’t Fair to States is from The Center For Assessment.
Six Arguments For Giving The Big Standardized Tests This School Year (And Why Biden’s Education Secretary Should Ignore Them) is by Peter Greene.
Should We Alter the Reading Benchmarks Because of the Pandemic? is by Timothy Shanahan.