January 07, 2003
An End to Standardized Requirements?
At the end of December, a study of high-stakes tests and exams was reported upon:
Rigorous testing that decides whether students graduate, teachers win bonuses and schools are shuttered, an approach already in place in more than half the nation, does little to improve achievement and may actually worsen academic performance and dropout rates, according to the largest study ever on the issue.
With calls for accountability in public education mounting, such make-or-break exams have become cornerstones in at least 28 states in the drive to improve public schools. The idea is that by tying test scores to great consequences, the learning process will be taken that much more seriously and tangible progress will be all the more likely.
Now, here in Oregon, there may be a push to end the state's use of such testing, led by Republican Representative Randy Miller of West Linn:
The program obligates students to take a battery of tests at certain grade levels starting in elementary school and continuing through high school. It requires teachers to collect work and maintain a portfolio on each student, including such items as writing samples, multiple solutions to math problems and, in some cases, videos of oral classroom presentations.
Any significant changes to the program, which was enacted by the 1991 Legislature, would require approval by both chambers and the governor.
Districts could still voluntarily retain the program, and national standardized tests woudl still be utilized. One of the concerns is apparently that colleges are simply not asking for these materials.
Personally, I have a rather great disdain for most standardized testing. I do however support some sort of portfolio approach (as mentioned above) over the course of one's public school life -- but it would still be somewhat useless except as a personal reference unless colleges start taking the time to make use of such things.