Anya Kamenetz’s new book, The Test: Why Our Schools are Obsessed with Standardized Testing – But You Don’t Have to Be, takes a simplistic view of testing, writes Robert Pondiscio on Education Gadfly.
“Tests are stunting children’s spirits, adding stress to family life, demoralizing teachers, undermining schools, paralyzing the education debate, and gutting our country’s future competitiveness,” writes Kamenetz, an education reporter for National Public Radio.
Other than that, they’re OK.
Believing that testing “penalizes diversity,” Kamenetz ignores strong support for testing by civil rights activists, “who have used test scores to . . . highlight achievement gaps, all in the name of equality,” writes Pondiscio.
For example, a civil rights coalition has called for annual testing to remain in the new ESEA. They want achievement gaps to remain visible.
Kamenetz advises parents on opting out of tests, writes Pondiscio.
Here’s the advice I wish she’d offered: March into the principal’s office with a simple demand. “Don’t waste a minute on test prep. Just teach our kids. The second you turn learning time into test prep, our kids are staying home!” Imagine if Kamenetz and her fellow progressive Brooklyn public school parents did exactly that—teachers and parents could have the hands-on, play-based, child-centered schools of their dreams, and test day would be just another day at school. Unless, of course, the test scores came back weak. Then Kamenetz might write another, more complicated book. And that’s the one I want to read.
Dana Goldstein’s New York Times review highlights the book’s discussion of alternatives to standardized testing.
. . . She reports on artificial-intelligence experts who would harness the addictive qualities of gaming to instruct and assess kids online; computer programmers who seek to perfect the flawed software currently used to grade essays and track student performance over time; and school administrators experimenting with new measures of social-emotional growth, like student surveys meant to evaluate a child’s happiness and ability to persevere in the face of adversity.
Kamenetz advocates using “long-term projects heavy with writing and public speaking” to assess students, writes Goldstein. That’s a return to an earlier era in American education.
It also allows everyone in Lake Wobegon to be above average.