EDITORS: Below is State Superintendent Janet Barresi’s newspaper column for Oct. 14, 2013.
The Power of Assessments
By Janet Barresi, State Superintendent of Public Instruction Monday, Oct. 14, 2013
I had the opportunity last week to
participate in an interim study on Oklahoma school assessments hosted by state
Sen. John Ford and state Rep. Ann Coody. I thank them and the other lawmakers
in the room for the time they spent over the course of two days to hear from
experts in every area of assessments. Presenters included classroom teachers,
school administrators, higher education representatives, major testing
companies such as ACT and SAT, and technology experts.
Many people in the room spoke with a
common voice that teachers are tired of feeling like they must teach to the
test. I agree. Teachers deserve the right to be creative and innovative in
their classrooms, to think outside of the box, to get their students to think and
grow in ways that might not match a bubble on a multiple choice exam.
That’s why I’m excited about the new
Oklahoma College and Career Ready Assessments being planned for students for
the 2014-15 school year. They move students away from the fill-in-the-bubble,
rote memorization tests that now exist. Instead, these performance-based exams include
strategies to promote critical thinking and problem solving as well as
practical application of securely held foundational knowledge.
Teachers should not feel they have to
work merely to get students through the test. The assessments that are given
should instead work for the teacher. Assessments are needed to evaluate what
students know and to show how they apply their knowledge. A math teacher needs
to know more than whether a child got a right answer on a test, but how the
answer was achieved. An English teacher needs to know more than whether a child
has memorized a list of characters from a story, but instead that the child is
understanding the text and using thinking skills to craft an essay based on the
passage read.
Teachers need the data that good
assessments yield. They need to know which students are struggling, in what
areas and why. We can’t wait until the end of a child’s senior year and give
them one assessment to make sure they are ready for the future. We must use
judiciously placed assessments along the way to help guide instruction. These
consist of state and federal assessments as well as benchmark assessments used
at the discretion of school districts.
Craig McVAy, Superintendent of El Reno
Public Schools, spoke to the group about a strategy employed in his district in
which the progress of each of the district’s students is discussed each Friday.
By doing this, teachers can tell which students are on the right track and
which students need a different instructional approach.
This is fantastic work. I know many
other districts take a similar approach, and I applaud them.
The bottom line is we must help prepare
our students for their future, whether that includes college, workforce
training or a path that leads straight to a career. The data we glean from the
right assessments can help us achieve this.
For more information, contact Tricia Pemberton, (405) 521-3371, (405) 431-7195, tricia.pemberton@sde.ok.gov.
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