My take on testing is that you end up on the instructional trajectory with which you began. Like this educator, if you start out with inquiry-based learning, you are more likely to end up with authentic assessment. If you start out as a testlet instructor, you end up with bubble sheets.
There are a myriad of reasons why families and students decide to opt out or refuse standardized testing. Some refuse because they resent the number of hours teachers spend testing (and “preparing”) students when they could be engaging in more meaningful instruction and assessment. Some refuse because they are frequently tied to teacher evaluation, which most reasonable, public education-savvy people would agree is unfair. Some refuse because they–let’s face it–will find any excuse they can to jump onto the Outraged American bandwagon.
A popular refrain among those who are opting out or refusing this kind of testing almost always includes some version of “we are not opposed to tests in general, just to standardized/high-stakes/one-size-fits-all tests.” They then go on to list the number of ways that standardized and/or high-stakes testing traumatizes students and undermines the value of authentic, meaningful learning.
But as those charming sisters featured…
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