The toxic environment of standardized testing
High-quality tests that accurately assess student learning and help teachers understand how to improve instruction are an essential part of an excellent education. But in some states and districts today, large-scale standardized testing has gotten out of hand, with students taking as many as 20 standardized tests per year.
This was the situation in Michigan not too long ago. Teachers, parents, and students felt powerless when it came to government-mandated standardized tests such as the Michigan Student Test for Educational Progress (M-STEP).
It was difficult for us to understand if the amount of time spent on standardized testing was actually beneficial to students. Hours were taken away from teaching and learning time last school year in order to administer the M-STEP. This was a problem.
Many teachers thought standardized tests were an unreliable and inaccurate measure of student growth. Educators argued standardized tests should not be on the cutting edge of education because it promotes teaching to the test, which can impede, rather than promote, learning. Frustrated teachers and parents of Michigan finally came together and demanded less time for standardized testing and more time for learning. They had enough.
After listening to public opinions, complaints, and feedback, the Michigan Department of Education shortened the length of the M-STEP. This change shows the importance of teachers’ voices in education policy.
Teachers need to be as respected as other professionals. They need to have a say in education reform efforts. Michigan lawmakers seem to have accepted the importance of teacher input when developing education policies.
But one thing our state’s elected leaders can’t continue to do is place such an emphasis on standardized testing. Instead, we must focus our energy on The toxic environment of standardized testing:
