Re: Teachers Discuss Carl Chew's Refusal to Administer Test

[Peter Campbell <campbellp@mail.montclair.edu>]

I found this pretty inspiring/depressing:

Cindy, who teaches in the D.C. suburbs, wrote:

For some time now, I have commented to others that “I used to be a  
better teacher than I am now.” This year, especially, we have bubble  
tested and online tested students constantly. These are not brief  
summative assessments; they are tests that take most students 50-70  
minutes to complete. We are supposed to be making data-driven  
decisions based on the results of these tests. And guess what—the  
same students who did poorly in September are for the most part doing  
poorly now.

Sam, in my honors class, contributes brilliant insights during  
literature discussions, can tell you anything you want to know about  
World War II, asks for help whenever he needs it, and always is ready  
and willing to assist classmates in any way he can. But he has had  
trouble all year with multiple choice tests, usually scoring in the  
60’s. In working with him one on one, I realized early on that he was  
over-thinking every question. He has extensive background knowledge.  
He reads all the time. So we have worked to minimize how much time he  
spends thinking about each question. Did I do Sam a favor by teaching  
him not to think? He was a much better student before he learned how  
to “take” multiple choice tests.

> Bob Schaeffer wrote:
>
> > A lengthy, interesting dialogue titled "Teachers, Testing and Civil
> > Disobedience" is online at:
> >
> > http://www.teachermagazine.org/tm/articles/ 
> > 2008/04/30/31tln_norton.h19.html
> >
> > The site is open for additional comments.
> >
> > Bob Schaeffer, Public Education Director
> > FairTest: National Center for Fair & Open Testing