12.1 High-stakes testing by states  (Page 5/5)

Growth models are also used to provide information about the patterns of growth among subgroups of students that may arise from the instructional focus of the teachers. For example, it may be that highest performing students in the classroom gain the most and the lowest performing students gain the least. This suggests that the teacher is focusing on the high achieving students and giving less attention to low achieving students. In contrast, it may be the highest performing students gain the least and the low performing students grow the most suggesting the teacher focuses on the low performing students and paying little attention to the high performing students. If the teacher focuses on the students “in the middle” they may grow the most and the highest and lowest performing students grow the least. Proponents of the value-added or growth models argue that teachers can use this information to help them make informed decisions about their teaching (Hershberg, 2004).

Differing state standards

Under NCLB each state devises their own academic content standards, assessments, and levels of proficiency. Some researchers have suggested that the rules of NCLB have encouraged states to set low levels of proficiency so it is easier to meet AYP each year (Hoff, 2002). Stringency of state levels of proficiency can be examined by comparing state test scores to scores on a national achievement test called the National Assessment of Educational Progress (NAEP). NCLB requires that states administer reading and math NAEP tests to a sample of fourth and eighth grade students every other year. The NAEP is designed to assess the progress of students at the state-wide or national level not individual schools or students and is widely respected as a well designed test that uses current best practices in testing. A large percentage of each test includes constructed-response questions and questions that require the use of calculators and other materials (http://nces.ed.gov/nationsreportcard).

[link] illustrates that two states, Colorado and Missouri had very different state performance standards for the fourth grade reading/language arts tests in 2003. On the state assessment 67 per cent of the students in Colorado but only 21 per cent of the students in Missouri were classified as proficient. However, on the NAEP tests 34 per cent of Colorado students and 28 per cent of Missouri students were classified as proficient (Linn 2005). These differences demonstrate that there is no common meaning in current definitions of “proficient achievement” established by the states.

Implications for beginning teachers:

Dr Mucci is the principal of a suburban fourth through sixth grade school in Ohio that continues to meet AYP. We asked her what beginning teachers should know about high stakes testing by the states. "I want beginning teachers to be familiar with the content standards in Ohio because they clearly define what all students should know and be able to do. Not only does teaching revolve around the standards, I only approve requests for materials or professional development if these are related to the standards. I want beginning teachers to understand the concept of data-based decision making. Every year I meet with all the teachers in each grade level (e.g. fourth grade) to look for trends in the previous year's test results and consider remedies based on these trends. I also meet with each teacher in the content areas that are tested and discuss every student's achievement in his or her class so we can develop an instructional plan for every student. All interventions with students are research based. Every teacher in the school is responsible for helping to implement these instructional plans, for example the music or art teachers must incorporate some reading and math into their classes. I also ask all teachers to teach test taking skills, by using similar formats to the state tests, enforcing time limits, making sure students learn to distinguish between questions that required an extended response using complete sentences versus those that only requires one or two words, and ensuring that students answer what is actually being asked. We begin this early in the school year and continue to work on these skills, so by spring, students are familiar with the format, and therefore less anxious about the state test. We do everything possible to set each student up for success."

The impact of testing on classroom teachers does not just occur in Dr Mucci’s middle school. A national survey of over 4,000 teachers indicated that the majority of teachers reported that the state mandated tests were compatible with their daily instruction and were based on curriculum frameworks that all teachers should follow. The majority of teachers also reported teaching test taking skills and encouraging students to work hard and prepare. Elementary school teachers reported greater impact of the high stakes tests: 56 per cent reported the tests influenced their teaching daily or a few times a week compared to 46 per cent of middle school teacher and 28 per cent of high school teachers. Even though the teachers had adapted their instruction because of the standardized tests they were skeptical about them with 40 per cent reporting that teachers had found ways to raise test scores without improving student learning and over 70 per cent reporting that the test scores were not an accurate measure of what minority students know and can do (Pedulla, Abrams, Madaus, Russell, Ramos,&Miao; 2003).