Sunday, September 30, 2012

Standardized Testing and Teacher Evaluation

Nancy Goldberg
With the settlement of the Chicago Teachers strike, some interesting questions have arisen.  Among the more intriguing statements are those regarding standardized testing and the value-added teacher evaluation process which are being  presented as  certain ways to verify  a teacher’s performance.

Briefly, standardized testing’s overemphasis undermines genuine learning.  Because the flag of accountability has been foisted by  self proclaimed “education reformers,” going to excess with standardized  testing has been  encouraged and justified.   The present data-driven focus on reform has been debilitating for our educational institutions.  Some of the most beneficial aspects of our present system are qualitative and cannot be quantified.  Almost every appealing aspect of education in America is qualitative; students will admit that they are motivated to attend school for those very courses which can’t be traditionally evaluated.  Courses like music, athletics, and student government promote characteristics among students that are essential to encourage the well-rounded citizen.

As for value added measurements…the very complexity of this evaluative method defies national public exposure.   When the evaluative devices become so distorted that logic and reason during their explanation are lost…then it’s time to unravel the knots or ignore them. 

Personally, I opt for teachers and curriculum that sustain and grow student interest.  Both function most effectively when their selection is made on the local level by the local school board.

Let’s keep our eyes on these ostensible benefits to our students.  There may be other reasons why they are being promoted.

More later…..
Nancy Goldberg is a CCUSD School Board Member recently retired from teaching at CC High School.

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