For the past three days, our afternoon has been entirely disrupted due to the recent requirement for all grades to complete the NWEA testing for reading and math. Proctoring this computer-based assessment without another teacher in this room would be an incredible feat. Not only is it quite the process to log students into their tests, but there have also been a ridiculous number of technical issues, both with the computers and the testing system. As a result, we have had to test in small groups, with my MT logging students in and making sure they had the required technology. Meanwhile, I was working with the rest of the class and monitoring their quiet, independent seat-work. We have not been able to begin our science unit, nor have we covered any math this week. We have already done beginning of the year math and reading assessments; these additional district-mandated tests are very demanding of teachers and students, as well as detrimental to the learning progress of students. The amount of testing I have seen my 2nd graders complete over the past month is unbelievable...when is one supposed to find the time to actually teach students?!
I understand that the district wants uniformity among schools and tracking student progress; however, before implementing the newest flavor-of-the-month assessment, a more in-depth investigation to the logistics of having one teacher proctor is by him/herself with the technology available at the school. Furthermore, when teachers now have data from multiple assessments measuring multiple skills/content and scored in multiple ways, it seems to complicate the initial goal of effectively and efficiently tracking student progress.
This is an important observation; this is the reality that we now face; the question becomes how teachers can best maximize instruction with the time that they do; and also, how teachers can best create meaningful instruction that mindfully addresses the core standards and objectives that they are expected to cover. Rather than being an unrealistic expectations, these standards (e.g., the common core standards) can be objectives that help to shape the "big ideas" that teachers want their students to think about during their instructional time. The challenge becomes designing instruction that allows for multiple entry points to thinking about these standards.
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