Annual Standardized Test Rant

I hate standardized testing. Truly. Deeply. Passionately. And this week that hatred is reinforced.

Testing in and of itself is not necessarily a bad thing. (Although I do like Tom Bodett’s take on the different emphasis on testing that school and life give.) I give tests in class now and again, but I prefer other means of assessment. I almost never give multiple choice tests that require a scantron sheet to be bubbled in. These kinds of tests just don’t seem to measure what I am interested in knowing: whether or not the students can apply the knowledge they learned in my class.

Standardized testing, however, is another kettle of fish altogether. Especially when it is school wide testing like the Alabama High School Graduation Exam (AHSGE). Especially because during the week of testing virtually all education in the school comes to a screaming halt. I am relatively sure that is not the intention, but as with all things in life the Law of Unanticipated Consequences takes a strong hold of it.

There are five tests in the series: math, reading, language, social studies, and biology. Virtually all of the tenth graders in the school take all the tests, as do any juniors or seniors who have not passed them. Seniors who have not previously passed the old science portion of the test have to take that, also. All of the tests are multiple choice, fill-in-the-bubble.

In Alabama the tests are untimed. The students have as long as they need to complete them. So we start in the morning and let those who are not finished by a certain time move to either the library or the auditorium in order to finish the test. Sounds simple, doesn't it?

We were originally given a schedule that called for the first part of testing to be over by about 9:45. Technically that is a little over two hours after we get started. But that did not count in the time for the teachers to collect and tag all cell phones in the classroom, to go and collect up the exact number of tests and answer sheets that are being used, to recount them for accuracy, and to sign for them. As the tests have become higher and higher stakes, the security precautions for them have correspondingly tightened.

The first day also neglected to take into account the time necessary for the students to bubble in all their demographic information and write the test booklet number on a piece of paper issued for this purpose. During the test, these are collected and all the test booklet numbers are kept on a daily tally sheet issued for that purpose.

Once all of the housekeeping tasks are accomplished (did I mention passing out the answer sheets, pencils, scratch paper, and test booklets? oh, and for Monday, the calculators for the math test--also numbered and recorded twice), the students get to start the test. Then the true agony of boredom sets in for those teachers who are test administrators and proctors (a second teacher in the room). Again, since the tests have become so high stakes, the teachers can no longer read, write, grade papers, etc. The teachers get to circle and watch the students test. Eating, drinking, and sitting are also forbidden activities for the teachers at this time.

Oh, one more wrinkle to this testiness--we started it the Monday after Daylight Saving Time started. So, basically, we were all starting the testing at 6:30 according to our bodies' internal clocks. The window to the outside showed a pitch black view. Could have been the middle of the night. It sure enough felt like it to me.

The first day I had eleven students who needed to go to "extended testing." The time when the students who haven't finished yet get to go to the school library or auditorium to complete the test. All those answer sheets and test books need to be collected. All the students' names, book numbers, and calculator numbers recorded on yet another sheet of paper so that the teachers in the extended testing center can sign them, like a receipt. The testing materials for the students who are already done get returned, recounted and resigned for. This pushed the first day past the scheduled time. By that afternoon we had amended schedules we sent out with the students.

The students who are not testing do not have to come to school until ten or so. When they get here, they are made to sit in the gym and wait for testing to end. There are a few teachers in there to try to manage the group. But it is basically a great big party for the nontesters.

After testing ends, we go to first block. That lasts two hours because we serve lunch during this time. The classes might or might not be up to half empty due to extended testing. The other three blocks meet after lunch for 20-30 minutes depending on how much we went over the test time when setting up extended testing.

The students are totally brainfried. There is no testing of any other kind this week, even for students who are not taking the AHSGE. There is absolutely no homework of any kind given during this week. All learning basically comes to a stop. While there is one class meeting the usual amount of time, it is often half or more empty. The other three classes lack the time to get anything accomplished.

Here is where I see the Law of Unintended Consequences taking hold. I will be optimistic and suppose for the sake of argument that the people who came up with these ideas for testing, legislators in Washington, D.C. and (in my case) Montgomery, AL, never intended for a week of learning to stop cold. I bet they would be upset about it and use the idea to condemn the "lazy teachers." Hey, if all learning stops, it must be our fault, right?

Next week we start a return to normality. The last quarter of school is going on. Prom is in a couple of weeks. Spring Break in the last half of April (totally different rant about that). The students and teachers are all much more relaxed. The build up in tension and aggravation building to the climax of AHSGE testing is done for another year. Now we just have to get through the denouement.

Sick & Tired of Being Sick & Tired

The last month and a half or so has been very rough for me. In that space of time I have had, in order: strep throat, the flu, bronchitis with an ear infection, and a mild case of food poisoning. And now my seasonal allergies have hit with a vengeance. If anyone in a northern climate reads this, there are already trees in bloom here in Alabama. And where there is pollen, there is my allergy to green things.

All of this has been hard on my teraching in a couple of ways. First, I have been out a quite a bit in a short period of time. God’s way of telling me my plan to miss no days this semester wasn’t gonna happen. So, I was not here for somme days of direct instruction. And I found out the hard way that at least one day (when I went out of my way to leave work), the sub showed my English class a movie instead. I also have the busy work I left for the students to do to plow through and evaluate somehow. And it has affected my rapport with my classes. The continuity that I wanted to establish has not been established. It is more than a little upsetting.

Then there is the fact that, even when I am here, I am not ALL here. I am not at anywhere near 100%. I feel lucky to be at 50% on some days. And it affcts how I teach, how I interact with my students, my patience, my temper, and all manner of other aspects of classroom life. I have been short tempered at times and slipped into sarcasm before I could control it. I have been better at controlling it this semeseter, and want to get back on track with that.

My brain has been so foggy that I have gotten behind in my grading. Even with the wasted week of testing I have not completely caught up on everything. And that also affects my performance in the classroom. I need to rev it up and get up to speed on this. All the medicines in my system aren’t really helping much either. I feel like I am going through the days like a semi-zombie.

On the bright side, I am healthy enough to work and I can do my job. I just need to get up off my butt a little and get it done better. That is always a worthwhile goal: doing the job better.

Drama Thursday

Every now and then, taking a shortcut leads me to a big problem I didn’t really need to have. Thursday was a case in point.

I arrived, a little late as always, to my first block class. This is already stressful to me. I have to drop my daughter at school before work and can’t really get here by the time they want me to. Most of the year it isn’t a problem. I had first block planning last semester and no first block this semester until last week. The driving instructor waits in the class with them until I get there, usually about 5 minutes after class should have started.

I went to turn on the incandescent lights, as I hate the flourescents, and the whole row on the right side went out, and one of the bulbs blew as well. Since this happened before, I knew what to do. I turned on the left side lights and stepped outside my door to the breaker box. I reset the breaker and three out of the four lights came on. I replaced the burned out bulb with one I had in my closet and then was able to kill the flourescents. In a way, I think I actually impressed the group by not panicking and fixing it immediately. It was about as impressive as I was going to get for quite a while.

The room was still warm, even though it was in the twenties outside, very unusual in Alabama. It is an internal room with no outside walls, so the heat from the almost thirty students does a lot to warm it up quickly. The air conditioner stopped working a few days ago, making the room uncomfortable. Especially to many of the students who seem to be unable to remove their coats for some reason.

I had turned the air off yesterday morning in case the condenser had frozen over. Again, not the first time that problem has arisen. Sometime during second block I got the opportunity to try turning it on again and it seemed to work most of the day.

But these were just preludes to the stress I was about to encounter. I went to my computer and attempted to log in. I say again, I attempted to log in. It was an unsuccessful attempt. So were the next several, subsequent attempts. I didn’t think it was the computer, as the other teacher had logged in under his name, but in order to make sure, I restarted the darn thing, muttering darkly to myself the entire time.

I also set up my laptop in order to try to get the journal PowerPoint up. Trouble was, I didn’t have the current version of the PowerPoints on the laptop. I felt like the weight of the top floor had fallen in on me. The students were behaving well, thanks to God for that! But I felt distinctly negligent in my responsibilities to them. Mainly because I was being distinctly negligent in my responsibilities to them.

I tried to log in to the desktop once more and had a thought. I used the official log in I was supposed to have been using for the past year and a half instead of the unofficial one I had been using instead. I logged on. Finally! All my desktop settings were gone, though, as I had set them up under the other log in. Not to worry, I just had to access the school server to get to my teacher files and all would be well.

I couldn’t access the school server and the teacher files. It was still set up to the old filename, as I had never updated this one. I went to the media specialists to get some help and was given the filename to look for and instructions on how to load it in. Also a short lecture on going in under the login I had been using and how that was something I shouldn’t have been doing, etc., etc.

Of course, I couldn’t get it to work in anything like immediacy. More like it took me several tries over a stretch of time to get it done. Which eventually I did. I got to my files and had the journal prompt up for the next class when they came in, but I wasn’t in a lot better shape mentally or emotionally. By this time I was hot and sweaty. I also had a severe headache--even for me.

After second block got busy catching up on any work they were behind on and working on the computers for those who were caught up, I ducked out a minute to the media specialists again to ask about the possibility of getting the info I had in the My Documents folder and desktop of the old login. At this point the other media specialist twigged as to what I had been doing and I got the long version of the lecture on how I shouldn’t have been doing that.

I was in the wrong. I know that. There was no way to argue about it. After she finished she let me know she’d call the IT guys and when they had a chance they could try to get the info for me. I went back to the room and to work. Within fifteen minutes the IT guy showed up and in less than three minutes had my info on the new desktop login for me.

From that point all I had to do was set up the programs and taskbar to the way I had them. Get the background back to a picture of my darling daughter. And try to deal with all the adrenaline that had been pumping into my system for the past couple of hours.

All in all, it was not a pleasant morning.


And here is the really galling part for me. None of this drama with the computer was necessary. If I had not been so lazy and avoided setting things up under the official login as I had been told to do, I never would have noticed anything different. But I took the easy way and it eventually caught up to me. Maybe I’ll learn a lesson from this. Or, maybe I’ll be like Peter Griffin, star of Family Guy. At the end of one episode after doing something stupid and winding up in the hospital his wife said that at least he must have learned a lesson from this. Proudly he looked at her and said, “Nope!”

Testing Follies

A lot of people want to know what the problem with testing students is. After all, if teachers have done their jobs, the thinking goes, the students should be able to pass the test. While I do not necessarily see the correlation there, let’s proceed for a moment as if it were true. Then in order to pass the tests, the students would need a chance to learn the materials and the teachers a chance to teach them. Testing actually decreases the amount of time students have to learn and teachers have to teach.

We are undergoing the trials and tribulations of Alabama High School Graduation Exam (AHSGE) testing this week. The first thing we need in order to give the test is a place for the students to do so. An entire wing of our school, around nine classrooms, and the school library are being used for testing. This means that the teachers and classes that would usually meet in those classrooms cannot do so. It also means that for the week the library is closed most of the day. No research can get done there, no books checked out, no references referred to.

All of these classes are meeting in the cafeteria. ALL OF THE CLASSES. I can see why the open classroom plans of the 60’s and 70’s didn’t work out too well. I wasn’t informed my classroom would be needed until last Thursday afternoon, when I was informed via a call on my PA, which interrupted my teaching, that I would need to cover up all my posters or take them down as my room would be used for testing on Monday. That was news to me. In the memo we were emailed several days earlier, my room was not listed as one that would be used. Although I had expected it to be. Apparently my feelings of relief were premature.

I was never officially informed where I was to meet with the class that would be out of the room during testing. As I have first block planning, I was only dispossessed for one class period. Most of the other teachers in that wing are out for two periods. And I found out via an emailed memo that I would be covering another teacher’s class during my planning block on Monday. So much for having time to prepare a lesson or two to teach to my learners.

As added fun, the schedule Monday was further intruded upon as the testing in the classrooms ran late. As third block is the lunch period, holding classes in the cafeteria is not an option. So, all the teachers in that wing, and our students) sat outside the doors to the wing as the teachers in there got there students to the extended testing site. See, there is no time limit on the AHSGE. If the students want or need to work on it for six hours that is allowed.

So, how much time was lost from teaching this week? How many students didn’t learn as much as they could have if they were in a classroom? How many student hours were lost this week because testing is a state mandate and we do not have a choice about it?

When we have testing for the whole of the tenth grade, and all the eleventh and twelfth graders who need to retake it, in the spring, over half the school does not even arrive until third block. So many rooms are required, and so many teachers to administer and proctor the tests, that we can’t have school for the first two blocks each day for a week. How much time is lost from teaching and learning there?

Then there are the remediation classes. These are often test prep classes that students who fail part of the exam are required to take in place of other classes. So they go over and over the same material again and again until they can pass the test. But they lose out on other educational opportunities.

From what I am told by my wife, who teaches high school “across the river” in Georgia, it is much the same there. The details of what exactly is required and what tests and courses must be passed differ, but the overall picture is much the same--massive amounts of teaching/learning time wasted in the name of testing.

Has anyone else reading this noticed the same trend? Or am I seeing something that isn't there?

“And Then, Depression Set In...”

The title, of course, is tongue-in-cheek, taken from that classic movie Stripes. But it is near to being true for me at this point. Okay, okay… so I am not so much depressed as a bit on the stressed-out side.

For the past month or so, I have been following various threads on a listserv I belong to (engteach-talk, you can join it at interversity.org). From about the last week of July to the present various members of the list have been checking on with their beginning of the year stories. I am in a strange position, as I have been for the past few years. My school system’s calendar starts 2 August for teachers and 9 August for students. However, I am not going to start with my students until this Friday, 7 September. Until such time as I am actively in my classroom I get to fill in as a sub whenever and wherever needed and this year I got to spend a delightful couple of weeks correcting and updating student information in STI (the software my school uses for student management).

When I changed to this school system it was to specifically teach a writing course to help prepare students for the state writing assessment. Every semester I split my students with a drivers’ education teacher. For the first four weeks the students are in class with that teacher, learning all they can about driving and safety. Then they get me for the remainder of the semester teaching them writing. Well, most of them.

Approximately three at a time they are pulled out of my class for six days to go out and do the driving portion of their coursework. That means at any one time about 10% of my students are not in class. That, of course, does not count the ones who miss for other reasons (absent, inschool suspension, out of school suspension, field trips, skipping...). To add even more to the fun, my first year at the school I floated. I was in a total of six different classrooms during the year (three the first semester and three different ones the second semester).

Also, that first year, the students were less than friendly for various reasons. Mainly the drivers’ ed class had previously been paired with a study hall and so they felt cheated that someone expected them to do real work. And then there is walking into the classroom after all the relations in the class have already formed. The group dynamics have mainly been sorted out, and there has been a connection with the teacher who is now out driving with them. Then I walk in and everything changes.

Last year I was given a classroom. Still have it this year. In the classroom are twenty computers. Took me a while to figure out how I wanted to use them, but in the second semester the classes really started to cook. I was in a good place mentally.

But... the assistant principal who worked most closely with me on this class is not here this year. He has been deployed to Iraq. The other assistant principal I worked with left to become a principal at another school. The new assistant principals are good people, but they do not have the interest in this class the previous two did.

So my classes, which should be capped at about 25 (as they are technically "test prep" even though we do more than that) all have 27-32 students. This is interesting as I have 25 desks and 20 computer stations. I usually only have tenth graders and returning ninth graders (who may get the required credits to be tenth graders in time to take the writing exam). This year I have eight juniors and one senior. They are not going to take the test. But they will be in the classes where I am trying to prepare others for the test. Luckily, in my experience juniors and seniors (especially seniors) do well in my class.

The computers I made such good use of second semester last year are all basically useless at the moment. The district upgraded the network to the point where Windows98 computers are no longer compatible with it. All mine are Windows98 and no one has come to upgrade them yet, even though there was a work order placed before school started. And, as I mentioned, I have a lot fewer computers than students this time around. There are some computers that are not being used, but for some unexplained reason they cannot be moved from the empty room where they are not being used to my room where that can be used (as soon as they get upgraded as well).

To be honest, I am not sure whether to post this or not. It seems like one giant complaint. But I think I can get to a deeper point.

I am willing to be held accountable for my teaching. But how accountable can I be when I am blocked from using the method I have come to see as the best one for my students and me? And it is not even blocked maliciously. No one set out to work me over. But I seem to be getting worked over from several different directions at once. Sort of the perfect storm of bureaucratic screwups that centered on me and my classes.