Finding a Balance with State Testing

shutterstock_334073204As I write this, January is nearly over and we are starting to hear a little buzz about our state’s standardized testing. This buzz will likely turn to a loud roar as we get closer to April. In many districts, this testing is like a heavy weight that sits on the shoulders of students and teachers alike. Though I am blessed to work in a district that does not pressure us at all, I too feel the weight.

This year I am working on a webinar for Oakland Schools about Elementary M-STEP (our test), and it has caused me to think deeply about all of this: testing/not testing, prepping/not prepping, and my responsibilities as a teacher to my district and to my students.

First and foremost, I am here for my students. I need to provide the best education for them in ways that meet their needs as a diverse group of learners. I have a wealth of resources at my disposal, and I feel generally well equipped for the task at hand. I am able to teach my students about reading and writing in ways that push them to think deeply about text, and that move them to better understanding.

All of that comes first. Then I look at the test.

Here’s what I don’t do: I don’t consistently have my students read long passages of text online, where they have to scroll and scroll and scroll to complete it. I don’t have them read and answer questions by choosing the correct bubble. I don’t have them answer questions from screen to screen that connect to each other.

But maybe I should.

Why? It’s simply not fair to teach my students how to read and respond to text in long passages, but to never teach them how to read online and answer questions that are inferential. It’s not fair to give them copies of articles that they can read and highlight, along with graphic organizers to help them create a piece of writing, and then throw them into a test where they read everything online, and where they have a blank piece of paper to use in whatever way makes sense to them.

The teacher in me says I need to offer the best instruction for my students. But the teacher in me also says I need to give them exposure before test day to the format they will experience.

Prepping for the Format

shutterstock_142403371A colleague got me thinking about metaphors for all of this. The one that comes to mind for me is that we need to get students’ feet in the water, to ease them in before we throw them in alone and ask them to swim.

So, this year I will keep teaching our units of study and engaging my students in rich text. We will continue to have great conversations and write about our understanding and thinking.

But we will also go online and read and write. We will experience formats that are new and different.

On test day my students might not know everything, but when they look at the format, they will think, “Oh, I know about this. I can do this.” That’s the mindset that will unlock their best thinking.

To view the recent M-STEP Test Prep Webinar that Beth facilitated and to access the resources she shared, click here.

beth croppedBeth Rogers is a fifth grade teacher for Clarkston Community Schools, where she has been teaching full time since 2006.  She is  blessed to teach Language Arts and Social Studies for her class and her teaching partner’s class, while her partner  teaches all of their math and science. This enables them  to focus on their passions and do the best they can for kids. Beth was chosen as Teacher of the Year for 2013-2014 in her district. She earned a B.S. in Education at Kent State University and a Master’s in Educational Technology at Michigan State University. 

Notes from the Classroom

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