By Katrina Schwartz | Originally Published at MindShift. April 2, 2014
The focus on scoring well on standardized tests has wedged educators into a difficult spot. Teachers are concerned that a poor showing on the tests will jeopardize school funding, or even their jobs, and often feel they have to suspend everything else in order to focus on test prep. Putting so much energy into one assessment — one that doesn’t give teachers and students any granular, actionable information — takes resources, time, and energy away from other kinds of rich learning experiences.
One school district is trying to change the game completely, and could possibly serve as a model for other districts. Douglas County School District outside Denver is hoping to prove to the state education department that the alternative assessments it has developed convey just as much useful information about students’ progress as the standardized tests.
District officials helped write and introduce legislation at the state level to create a waiver system for schools that regularly perform well on state standardized tests. If districts can produce a body of evidence proving they are meeting the expectations of the state for student learning, they could self-report progress. The state would check in to make sure schools are continuing to perform well by testing students once in elementary school, once in middle school and once in high school. The Colorado bill hasn’t passed, but legislators commissioned a study to investigate the topic further.
“Comparability now is more valuable to us in society than performance rigor and having the diversity of opportunities for students to demonstrate their learning,” said Syna Morgan, chief system performance officer for Douglas County Schools. The government wants one number to represent each students’ learning so it can