Although not all standardized testing deals with PASS testing - some of us give MAP and DRA assessments, even common assessments instead - PASS is the most analyzed because of its accountability feature. The information below showcases test scores from different districts in the state. I only used districts in which one or more of our participants reside.
Please place any comments you have about the testing data below - anything that comes to your mind.
What data do you think needs to be added to get a more clear picture of the children we serve?
What problems do you see in the data itself?
How does this data correlate to what you see happening in your personal classroom?
And just for fun - which one do you think is your district?
TESTING INFORMATION HERE
6 comments:
I have a very difficult time responding to this post because of my limited information of PASS testing. Like you said, I have never given or even seen the PASS test. Yes, my students are tested each year but our scores are not analyzed as the ones that were posted.
I am unsure of what data needs to be added for us to get a clearer view of true performance. I do see that much of the data is broken down by race or ethnicity. I would like the data further broken down into those students who are "served": how often they are seen, and which type of service is being offered to them. I think it would be interesting to see if the time outside of the classroom is beneficial or if it actually hinders performance because students are missing valuable class time in a whole group setting.
This data seems to be consistent with what happens in my first grade classroom.
Sadly, I think we are district 4.
It is hard for me to understand and analyze the testing data, because as a first grade teacher, our students do not take the SC-PASS test, and I am not familiar with the process. I know that standardized testing is required as a way to test/measure student performance. I believe, however, that too much emphasis is placed on a few days of testing and not on the progress made throughout the year on a day-to-day basis. Some students simply do not test well on this type of test. Even my first graders don't always "show what they know" when taking the MAP test. I think that we should celebrate the progress that students make. When someone looks at a testing report like the ones shown in the slideshow, I don't think that they get a true picture of what a student can do. I believe that all students can learn and make progress, regardless of their subgroup category.
I am not sure which is our district.
Ahhhhh…..SCPASS testing. Thank goodness it is over this year! As I looked at the stats I couldn't help but notice the "change" from 3rd grade to 4th grade in every district. The stats show that the number of Not Met goes up slightly in 4th grade, along with the number of Met….but, the number of Exemplary decreases. :( I have been teaching 4th grade for 16 years…..the phenomenon known as :4th grade slump: really does exist. Test scores are only a part of the picture….emotional and psychological changes, physical bodies growing rapidly…..all have an IMPACT on so-called Normal Testing Data! Which district is mine? Doesn't matter to me. What matters is the kids themselves!
Ya'll - I couldn't ask for better responses - this is AWESOME! :) What I am going to work on right now is compiling data of students "served" because I think this is very important and it is information that is readily at our fingertips - not something we will have to take time to stop and fill out another data form to find out.
I can assure you that even if you do not take "SCPASS", the feeling of MAP is exactly the same as one of you stated - it only shows what the students did THAT DAY. I had the same anxiety giving the MAP in second grade that I do giving the SCPASS in third. It doesn't take into account the physical, psychological, or emotional state of the child at that time (like mine just overcoming a stomach virus or the one who found out the day before they were moving away from their friends next year for mom's new job). In my head, I was thinking "oh great, their score is going to stink", and then caught myself mid thought and was disgusted - I should be focusing on how I can help that child overcome this as a human. I moved away from my friends in third grade, I can help. Instead, my head was filled with "testing practice". I would call this a "learned response".
I definitely see the "fourth grade slump" as well. I didn't put middle school data up here because I felt that it was too "out of range" for the students we teach, but I also see a slump in sixth grade. Most of us have our own children and can definitely pinpoint that, at this time in their lives, changes are happening "a-plenty" in their own little bodies not to mention the fact that they are in a new building with a new way of learning thrust upon them. But yet, our nation thinks that the data should not change at all (?)
Next Question: What would you rather use INSTEAD of testing data? Any thoughts?
MAP shows the information immediately which is helpful in planning instruction however I do not think testing information is enough to grade a student or a teacher. This data is not just numbers it is actual people, little people that don't always have a perfect beginning to their day or a perfect ending to the night before. It is one day's assessment. If used as a piece of the puzzle in driving instruction then it is great. Yes we have to have a measure of progress, etc but is that really why we test or is it just for money? Personally I never saw how these standardized tests helped my personal children. They took the test, we got the result and filed it. They still graduated from high school (with honors), college (with honors) and went on to professional schools. Most of us teach because we want students to learn and be proud of themselves. We teach to instill a desire to learn more and more in our students. Education is so test driven we forget about the people being taught and what they really need.
What would I rather use instead of testing? Wow! That is a powerful question and one that certainly could be pondered, discussed and rehashed infinitely. Ultimately, I understand that there has to be some type of "common measure" that can be used as a guide for student achievement, BUT…I feel that the data collected from that test is only a small snapshot or snippet of who that student is and what that student is capable of achieving. There are so many variables to test taking….Does the student have test anxiety? Did he/she get plenty of sleep the night before? Is the student carrying any worrisome burdens with him/her from home? Are the students motivated to give the test their best effort? Lastly, because of all the variables, it confuses me as to how or why testing results can be connected to teacher effectiveness. I know I do my best, my all in the classroom…but even that doesn't guarantee every student will be successful on MAP or SCPASS tests.
I realize I haven't answered the question because I don't think I have an answer. Perhaps testing in combination with a portfolio of student work, student attendance records etc…..any information that would allow someone to see the whole picture of the child and not just that one day snapshot.
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