In this chapter, Tony Wagner engages the reader with examples of different kinds of questions being used on a variety of standardized tests throughout the United States. He gives us real examples of how high test scores on standardized tests do not necessarily reflect student achievement beyond 12th grade. So, how can it be that these schools that score so high on achievement exams are not preparing their students for college? Wagner’s findings are a result of his interviews of students while visiting some of the higher achieving schools. He finds that teachers tend to teach to the test and students shared work that is insignificant or meaningless to them. He also found that schools are not preparing students with the survival skills needed when they enter college or the workforce.
Being a teacher with 16 years of experience, it is sad and regretful to admit that early in my profession I found myself in the loop of teaching to the test, more so after the implementation of No Child Left Behind. I am a strong believer that the types of standardized tests being used today are not the only indicators of demonstrated student achievement and knowledge. Personally, I do not consider myself being an excellent test taker. Sadly, even children in schools that have high test scores, have shown that they are not prepared to enter college, as expected. It is really eye opening to see the educational system not offering students a high quality education vis a vis other industrialized countries.
Finally, Wagner provides an example of a performance assessment (Collegiate Learning Assessment) that gives us a glimpse of what a more meaningful assessment could look like. One that tests the skills students will actually need for future academic success. Hopefully, with the implementation of Common Core Standards, there will be a shift in the quality of the assessments and the delivery of instruction. As the world continues to change, education is at a critical juncture. It is important to find and implement an alternative way of delivering and assessing instruction, in order to prepare students for the challenges of tomorrow.
Being a teacher with 16 years of experience, it is sad and regretful to admit that early in my profession I found myself in the loop of teaching to the test, more so after the implementation of No Child Left Behind. I am a strong believer that the types of standardized tests being used today are not the only indicators of demonstrated student achievement and knowledge. Personally, I do not consider myself being an excellent test taker. Sadly, even children in schools that have high test scores, have shown that they are not prepared to enter college, as expected. It is really eye opening to see the educational system not offering students a high quality education vis a vis other industrialized countries.
Finally, Wagner provides an example of a performance assessment (Collegiate Learning Assessment) that gives us a glimpse of what a more meaningful assessment could look like. One that tests the skills students will actually need for future academic success. Hopefully, with the implementation of Common Core Standards, there will be a shift in the quality of the assessments and the delivery of instruction. As the world continues to change, education is at a critical juncture. It is important to find and implement an alternative way of delivering and assessing instruction, in order to prepare students for the challenges of tomorrow.