It is state assessment time again. As a teacher, I feel qualified to discuss the effects of state assessment pressure on the school system. I am not just speaking for myself, but for many of my friends and family who are also teachers and share that pressure. I do not hesitate to say that a majority of teachers would be thrilled if the state and country lessened the importance put on state assessments. Teachers (who are the true education experts, remember) do not believe that these test give any indication of their students’ knowledge or capabilities; they only show how well we have taught the test material. And who is to say that this material is what will make students successful in life?
Creating successful citizens used to be the goal of education, and still would be, if we could decrease the amount of time, energy, and resources put directly toward the material that the state uses to measure success. Talk to a teacher (especially one that taught before the assessment mania), and ask him/her about teaching in the current school environment versus the past. You may see eyes glaze over with a wistful look as he/she remembers what it used to be like to teach–when teachers could still convey their love of subject and of learning to their students. Now, we have to find creative ways to work in any material we may think is crucial to a complete education, while being absolutely sure to cover the specific skills targeted by the state test.
Maybe if I didn’t teach a tested area, English, I wouldn’t feel so bitter. If I taught art, music, technology, ag, woodworking–any area other than English, math, science, or social studies–I could still enjoy my profession. These teachers miss out on all the meetings, emails, scheduling mandates, and other directives with which we core teachers are inundated throughout the school year, and no one comes into their classrooms and tells them what to teach. They are trusted with these choices, as educated professionals should be.
For new teachers, I can only hope that they are not entering the profession with a truly heartfelt desire to instill a love of learning in their students. If they are, I wonder how long they will last when they realize that schools want high test scores, period. Teachers no longer need to worry about what students THINK, because all that matter is what they can DO on the test. If, when they leave school, they can’t really think creatively or can’t problem solve or can’t understand reading for its own sake, don’t be surprised.
As for what the students think about these assessments, I can say that high school students perform to the best of their ability because they have accepted that that is what the school wants and needs. However, according to the elementary teachers, the amount of stress felt by young children, who can’t understand the politics of it all, is very distressing. In the past, elementary teachers were envied by high school teachers because young students still had that pure joy of learning. No longer. Do you know that kindergarten students are tested and can be assessed as behind? In kindergarten? Forget about naps, recess, and milk time. We need to get those five-year-olds on board before it’s too late!
If I sound disillusioned, it’s because I am. As a senior teacher, I will continue to do as I am told for the time I have left, but I must say that I no longer love my chosen career; now it’s just a job. I will always hope for the best for my students, but can’t say that I am giving that to them, through no fault of mine.
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