Teaching to the Test Is Good — if the test is good — writes Walt Gardner on Reality Check.
When he studied journalism at UCLA, students practiced writing news stories in a three-hour lab. The professor provided immediate feedback. Students practiced the skills needed to pass the final exam — and to work as reporters.
When I was teaching English, I took great pains to provide my students with practice writing what I thought would serve them best in the long run. I concluded that making a persuasive argument would meet this need. Therefore, I gave them ample practice writing persuasive essays in which they had to take a position and support it with evidence. It’s not that other forms of writing were not important, but I had to prioritize. Was this teaching to the test? Definitely. But students never knew which topic they would have to write a persuasive essay about.
As a speech teacher, he developed units based on speech tournament categories such as humorous interpretation and dramatic interpretation.
After each speech, students were asked to make constructive comments based upon a sheet that I handed out. This was my version of what my journalism professor taught me: appropriate practice followed by immediate feedback. The result was that students won a host of trophies and placed high in state tournaments held on college campuses.
Gardner would prefer to use standardized tests only to diagnose problems, but that’s not going to happen, he writes. “Therefore, I suggest we use our time and energy to design standardized tests that are sensitive to effective instruction involving the most important material.” It’s the only to build public support for public schools, he concludes.