Home > Uncategorized > NYTimes Article on Opt Out Movement Misses the Mark

NYTimes Article on Opt Out Movement Misses the Mark

Anne Murphy Paul’s Motherlode article on the opt out movement, “Instead of Opting Out of Tests, Teach Students to Take Tests Right” utterly and completely misses the point of the opt out movement. In the article Paul naively suggests parents encourage students to test themselves, to avoid cramming for tests, to shuffle their work in unpredictable ways, to study the test itself after taking it, and to develop skills to be calm when a high-stakes test is administered. She ends this list with this preposterous assertion:

The opt-out movement has encouraged many parents and teachers to aspire to a world without tests. But better than getting rid of tests would be turning tests into promising opportunities.

This prompted me to leave the following comment, which drew from ideas Ms. Murphy had for ways that test could be useful:

Sorry, but the opt-out movement has NOT encouraged many parents and teachers to aspire to a world without tests… it wants a world where teachers and students are not obsessed with a single test but rather focussed on the day-to-day assessments that give the student, teacher and parent timely feedback on how well the student is progressing through the curricula adopted by the local district. Standardized tests do not encourage self-testing, do not help students space their study time, do not “change things up”, do not provide students with a means to “study the test” in advance, and because of their “black box” nature and the fact that the continuation of their school’s operation depend on successful pass rates they ADD to test anxiety.

The opt out movement wants testing to be done “…the right way now” to provide their students with “…a deep well of resources to draw on in the future.” They would welcome “…frequent, low-stakes exams instead of infrequent high-stakes ones” that would “…provide timely and detailed feedback on students’ answers to give them an opportunity to learn from the testing process”. They would welcome receiving “…results could be presented to students in a format that fosters a “growth mindset” [9] using scores like Highly Proficient, Proficient and Not Yet, while offering opportunities to improve and try again.”

Unfortunately the NY Regents and NY Governor do not want this kind of test. It would help if they listened to want parents want.

Ms. Paul seems to think that the Regents and the politicians want meaningful tests that will help inform instruction and help parents understand how their children are faring in schools. If that were the case, they would listen to teachers and parents and offer those kinds of tests…. but testing is designed to serve a different purpose altogether in the Global Education Reform Movement.

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