And, Tests Are Stupid!

1 Jul

Chained to a Deak Marion Brody is one teacher who Koreans would never honor. This retired teacher’s 25 criticisms read like song (via Boing Boing), but are surely anathema to the testing industry.

If that comes as a surprise, credit corporate America’s successful promotion of the idea that test scores say something important. Opposition to the present orgy of testing is now wrongly interpreted as unwillingness to be held accountable.

For those who buy that fiction, a list of some of the real reasons for educator opposition may be helpful.

Teachers (at least the ones the public should hope their taxes are supporting) oppose the tests because they focus so narrowly on reading and math that the young are learning to hate reading, math, and school; because they measure only “low level” thinking processes; because they put the wrong people – test manufacturers – in charge of American education; because they allow pass-fail rates to be manipulated by officials for political purposes; because test items simplify and trivialize learning.

Teachers oppose the tests because they provide minimal to no useful feedback; are keyed to a deeply flawed curriculum adopted in 1893; lead to neglect of physical conditioning, music, art, and other, non-verbal ways of learning; unfairly advantage those who can afford test prep; hide problems created by margin-of-error computations in scoring; penalize test-takers who think in non-standard ways.

Teachers oppose the tests because they radically limit their ability to adapt to learner differences; encourage use of threats, bribes, and other extrinsic motivators; wrongly assume that what the young will need to know in the future is already known; emphasize minimum achievement to the neglect of maximum performance; create unreasonable pressures to cheat.

Teachers oppose the tests because they reduce teacher creativity and the appeal of teaching as a profession; are culturally biased; have no “success in life” predictive power; lead to the neglect of the best and worst students as resources are channeled to lift marginal kids above pass-fail “cut lines;” are open to massive scoring errors with life-changing consequences.

Teachers oppose the tests because they’re at odds with deep-seated American values about individual differences and worth; undermine a fundamental democratic principle that those closest to and therefore most knowledgeable about problems are best positioned to deal with them; dump major public money into corporate coffers instead of classrooms.

Unfortunately, greed creates its own interest in selling crap, and people burdened with passing these tests keep buying it.

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