Fairtest’s State-Wide Assessment Model Should be Embraced by NEA, AFT, NSBA, and AASA
As noted in earlier blogs, the potential curse of ESSA is that many states are currently controlled by pro-“reform” Governors who will use the “flexibility” built into the new federal law to continue and— ins some cases– exacerbate the current test-and-punish system. But Fairtest, an organization that “...advances quality education and equal opportunity by promoting fair, open, valid and educationally beneficial evaluations of students, teachers and schools” and “…works to end the misuses and flaws of testing practices that impede those goals” released a report late last week that recommends State’s replace standardized multiple choice tests with performance assessments. In the report they offer this description of “performance assessments” and a subsequent paragraph that described the most important reason for giving assessments:
Performance assessments are intended to improve learning in ways that may not show up on standardized tests. Ideally, they can narrow gaps in achievement in areas that really matter for students’ future success, such as designing an extended project and persevering to completion. The danger is that discrepancies with results from current tests could lead to dismissing other forms of learning gains that are more meaningful. This may be particularly harmful in schools that had most heavily focused on test scores, and thus for low-income children, children of color, English language learners and students with disabilities.
Comparability has value, but the great value of assessment is to enrich student learning. The dangers from comparability requirements could be lessened if districts are not forced to alter their local assessment scores to be comparable to state test results. However, as long as current standardized exams are falsely presented as the “gold standard,” the problem will remain.
Testing WILL happen under ESSA and unless educational organizations can get behind an alternative to the “gold standard” advocated by “reformers” with deep pockets States will continue to use the cheap, easy, and seemingly exact multiple choice tests that have been in place since the passage of NCLB. I REALLY hope the NEA, AFT, NSBA and AASA unite behind the kind of testing Monty Neill advocates and actively discourage the kinds of testing we’ve witnessed under NCLB and RTTT. If they can do so there is a possibility of undercutting the corporations and foundations who DO have a united front on precisely the kinds of testing NCLB and RTTT were built on and who continue to crank out variations in the name of achieving a “gold standard” that is irreversible.
National organizations face several challenges in their fight to replace the current testing with the kind Mr. Neill recommends. One problem is that the corporate reformers have momentum now after more than a decade of the test-and-punish region imposed by NCLB and the public has become accustomed to the simple “grading” systems States use to rank schools and the VAM methods they’ve sold to politicians. Another is the desire for each of the national organizations to devise their own unique perspective on issues and represent their constituencies on issues like student assessment. And the biggest impediment is that while national education associations represent thousands of adults they cannot begin to raise the kinds of funds that hedge funders and billionaires have and are willing to throw at the issue of school reform. Consequently, a small group of pro-privatization and pro-technology investors have an outsized influence in determining the future direction of schooling. The kinds of assessments Fairtest advocates, based on practitioner-designed performance tasks and “…student-focused assessments that emerge from ongoing schoolwork” are difficult to design and complicated to implement but they DO result in the development of agency on the part of the student and promote opportunities for students and teachers to work together in learning activities.
The Fairtest report illustrates how one State, New Hampshire, has developed a State-wide performance assessment that could be replicated in other states and DOES meet the standards set forth in ESSA. Unless national organizations unify behind performance assessments the “gold standard” of computerized testing will continue.