Teachers often share many similarities with the students they admonish, chastise, chase, change, and ultimately love like a mother who spends her days doing the same. Because we’re together so much of the time and essentially trapped in the same environment, teachers want to escape just as much as students do, especially at this time of year. We also tend to mimic each other and think alike.
Since mid-April, we’ve been testing and I feel like a caged animal, so do my students. They’re wild, then angry, then tired, then irritated, then they start the cycle all over again.
I’m pretty much the same. I have no energy at the end of the day and I’m dreaming of that final day of school like never before.
See, I’ve been teaching for a while and the more years that pass the more I question the relevance of the Test, the more I think about it, and the more I hate it.
I always walk backward to my own experience with tests. I was the kid who panicked, stayed up all night, worried so much so that I often bombed the Test, but ironically enough in a relaxed environment, if you never mentioned the word Test, I could answer any question perfectly.
I eventually got over it because I wanted to go to college and after bombing my first SAT, I knew I needed to figure out how to handle this.
So, I taught myself how to take a test.
Put any test in front of me, give me a minimal amount of time to study for it, and I’ll score well.
I had none of the handbooks, trade books, test-prep books, and didn’t use any “tips” to get me through it.
I found that if I treated a test mathematically and thought in a similar way to this imaginary person who created it, then I could defeat it. I practiced a lot, and it paid off. I plan to take the GRE soon and know that I’ll have to buy one of the test-prep books to review information that’s been filed away in those dark cabinets inside my brain. However, I also know I’ll not only pass it, I’ll do well on it. I proved that to myself.
Worshipping the Test
When I teach students how to take standardized Tests or any Test for that matter, I point out these basics to them and then we practice. I don’t rely on tips. We use some standard ones, practice using them, discard some, and return to others.
I try to help them as much as possible because I know their education god, the Test, will be there as long as they remain in the world of education. It will make judgments on them. It will torment them. It will inflict fear in them. It will never go away until they worship it, until it knows they will kneel down and worship it.
But, there’s one way to bring a master to his or her knees. That’s to master the master, which is why I spend so much time teaching my students how to test.
Now, however, feeling so sick and tired, so broken, so desperate to end this school year, I just want to kick the test, even if it’s kneeling before me and my students.
I want it to die. I hate it for different reasons than the anxiety and fear I felt when I was younger.
It drains students from actually learning.
Instead of spending time learning about the great novelists and their character’s conflicts and struggles then realizing that all these struggles reflect their own, that books are Bibles for kids to value as tools to tackle their own difficulties, students learn that they have to score well on a test or they won’t be appreciated in school. Perhaps they won’t even move to the next grade level. All too often they think of themselves as failures, which I try to change by teaching them how to test. But, that in itself stealthily strips literature, language, mathematics and the written word of their essential value.
The False God and Judgments
Schools know that high scores on tests mean that they look good in any and every way. “That’s a good school,” a parent says to another. “Why?” I ask as a parent, not a teacher. “The scores. They’re ranked one of the best schools (in the state, country, etc.).” How else will people know whether a school is good or not?
Well, to answer that question, I’ll tell you and the Education God: Test.
There are a thousand other ways to compete and show what you know:
It goes on and on.
If the Department of Education hired trained representatives to visit schools and actually observe teachers and students, get to know us, hang around and see what we do, couldn’t the DOE learn and teach a whole lot more than by looking at the results of a multiple choice test?
Not only would the DOE help create more jobs, but it might just do something that no one seems to be able to do by making more tests. It might just improve the educational system.
We’ve been worshipping a false god. We don’t need this god. God should live and breathe inside us, forcing us to hold hands and be gods ourselves.
That’s what our kids need—a helping hand, not something to judge them.
- High-Stakes Testing: Sucking the Lifeblood Out of Education (nytechprepper.wordpress.com)
- Standardized Tests and the Joys of Spring (bigthink.com)
- Testing, Testing… But Not Teaching (treehornexpress.wordpress.com)
- There are a lot of ways to improve schools, a high-stakes test isn’t one of them (syracuse.com)