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While reading the material on standardized testing, I thought about this current school year and the fact that our seniors needed to pass the Keystone Exams in order to graduate.  After suffering through the Pandemic, the state decided to weight these tests even heavier than before!!  Throughout the school year, we worked rigorously with our seniors to ensure that they would graduate on time.  Luckily, students who could not score high enough on the Keystone Exam were offered different pathways in order to meet the requirements needed to graduate.  Can you imagine the stress and pressure that these students felt while taking the Keystone Exams!!

Last year, I created a Infograph for the Act 158 pathways (attached at the top) that students could take to meet the graduation requirements.  This was sent home to our parents to inform them of the other options that students have.  In April of the 2022-23 school year, we had 65 students that had still not met their pathway to graduation.  These students were burdened with the stress of finding a way to graduate, rather than enjoy their senior year.  We were fortunate to have all but three students graduate last school year.

Do I like standardized testing; no, but I do believe that students need to be assessed in order to show progress.  The videos gave some interesting takes on what education could or should look like in the future.  I don't think that a school without subjects, grades or classrooms is realistic in a public school, but do feel that the landscape of the traditional school needs to change.  Rather than having students meet requirements on a standardized tests, we could have them work on a senior project that they are passionate about.  These projects could be based on a topic that may relate to their college major or career field.

The video by Eva Ren was very interesting.  Her comment about prescribing medicine to every person and relating it to standardized testing really made me think.  Teaching in the special education field shows how different students learning styles can be.  Why are we using the same tests for all of these students?  We need to develop project based learning methods that will evaluate these students and take off the pressure of standardized testing.  I know that the state is comfortable with using the current measures in place, but children are learning differently now more than ever.  We need to adapt and change with the world and come together to make changes in education.  It will take a lot of work, but it could be done over time.  Hopefully educators will continue to put pressure on the state to force some change.

I just believe that all learners are very different and we need to find new ways to assess their knowledge. One test does not give us a proper picture of a learner. Student portfolio's would really show us the abilities of our students.

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Jacqueline Miller EDD 644 Unit 3 Online Activity

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Jacqueline Miller EDD 644 Unit 3 Online Activity

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Jacqueline Miller

EDD 644 (Summer 2023)

Unit 3 Online Activity

July 20, 2023

Accountability Measures in a Compassionate, Practical, and Effective

System of Reporting Student Progress

The disruptions caused by the COVID-19 pandemic forced educators to reevaluate traditional accountability measures and explore alternative ways of assessing student progress. As we move forward, it is crucial to build upon the momentum created during the pandemic and develop a compassionate, practical, and effective reporting system. Here are some thoughts on how we can achieve this:

Embrace Multiple Measures of Assessment:

Standardized testing has its limitations in capturing the holistic development of a student. By incorporating multiple measures of assessment, such as project-based assessments, portfolios, presentations, and practical demonstrations, we can gain a more comprehensive understanding of a student's abilities and progress. This approach encourages students to showcase their skills and talents in diverse ways while ensuring a more accurate representation of their capabilities.

Focus on Individual Growth and Progress:

Moving away from a solely comparative model of assessment, we should prioritize individual growth and progress. Instead of solely comparing students against each other or predetermined benchmarks, we should emphasize tracking each student's journey and celebrating their personal achievements. This shift in mindset fosters a more compassionate and supportive learning environment where students are encouraged to set and achieve their own goals.

Incorporate Formative Assessments:

Formative assessments provide timely feedback and help guide instruction. By integrating ongoing formative assessments into the learning process, teachers can identify areas of improvement and provide targeted support to students. These assessments can be informal, such as class discussions, quizzes, or observations, enabling teachers to tailor their teaching methods to meet students' individual needs.

Involve Students in Self-Assessment:

Encouraging students to take an active role in assessing their own progress promotes metacognition and self-reflection. By involving students in self-assessment processes, such as setting goals, reflecting on their learning, and tracking their own progress, we empower them to take ownership of their education. This approach helps students develop a sense of accountability and builds essential skills for lifelong learning.

Engage Stakeholders in the Process:

To create an effective system of reporting, it is vital to involve all stakeholders, including teachers, students, parents, and the broader community. Seek input from these groups when designing assessment frameworks and reporting mechanisms. This collaborative approach ensures that the system reflects the values and needs of the community while garnering support for the changes being implemented.

Consider Holistic Development:

Academic performance is just one aspect of a student's development. To create a compassionate and practical system of reporting, we should also consider the holistic growth of students, including their social-emotional skills, character development, and extracurricular achievements. This broader view of progress acknowledges that students are multifaceted individuals with diverse talents and strengths.

As we navigate the post-pandemic education landscape, we can redefine accountability measures compassionately, practically, and effectively. By embracing multiple measures of assessment, focusing on individual growth, incorporating formative assessments, involving students in self-assessment, engaging stakeholders, and considering holistic development, we can build a reporting system that not only promotes academic success but also nurtures the overall well-being of our students. Let us seize this moment to create a more balanced and supportive educational environment for all students!

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I do believe we need some level of standards to ensure that all students receive equitable educational experience. However, as we move forward, it is essential to reevaluate how we assess student learning, recognizing that students have unique ways of learning and expressing their understanding.

Throughout my 20-year tenure as an Algebra 1 teacher, data has played a significant role, not only measuring student performance but also in evaluating my teaching. I have witnessed instances where students worked diligently and prepared thoroughly, yet were unable to pass standardized tests. Conversely, some students with weaker work ethics excelled in standardized testing, achieving advanced scores. Such experiences highlight the limitations of standardized testing in capturing the full spectrum of student abilities and potential.

At the middle school level, I achieved a 97% proficiency rate with around 75 students per year. However, at the high school level, while teaching the same course to a different group of students classifide as "Lower Level," the proficiency rate dropped to 3%, with only two students passing. Despite my efforts to differentiate and support these students, the state assessments seem to overlook the diverse ways in which these students learn and comprehend math.

To address this issue, I advocate exploring for alternative assessment methods, such as using portfolios, which showcase students' actual evidence of learning and growth. Such an approach would better capture the individual progress of students and provide a more comprehensive understanding of their abilities beyond standardized testing.

Listening to Eva Ren's TedTalk on "What Grades Really Mean" deeply resonated with me as both an educator and a parent. Her discussion about students grades over genuine learning struck a cord with me. I realized that school grading systems support and renforce students to study for informations that is soley on tests, memorizing information, without truly grasping concepts. Ren's arguement for schools to support students' interests and foster improvement rather than penalizing them for their weakenesses is compelling. I agree that we should create an educational environment where students feel encouraged and empowered to explore their passions and grow. As a parent, I have witnessed my own daughter excell in some courese while facing challenges in others. Her fear of exams and stress related to grades is concerning. I firmly believe that unnecessary stress should not be apart of the learning process for our children.

Maintaining a balance between standards and compassion is vital for reporting student progress effectively. By embracing alternative assessment methods and leveraging technology, we can better suppoprt students' diverse learning needs. Educational leaders must advocate for these changes at the state and fedral levels to secure a brighter future for our nation.

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Standardized testing brings such a heavy weight on education. Teaching a grade that gives standardized testing (PSSA test), I have personally experienced what it does to my students and to teachers. Standardized testing does not accurately represent what a student is capable of. The test does not show what kind of person a student is, how they are able to problem solve or critically think, their artistic ability, or their creativity. Instead, the test creates an environment of pressure and stress that is filled with teachers trying to expose students to content that they will see on the test at a pace that is unrealistic. As a teacher, I always try to take the pressure off of my students. I tell them that it is a chance for them to show off how much they know, and that they get to brag about themselves. I also tell them that all they can do is their best; however, I always have students that are in tears before they take their test because of all of the rules and regulations that come with the test. Students feel the pressure, even when we try not to put the pressure on them. It is heartbreaking and so frustrating, but I feel stuck.

I loved watching the videos that focused on degrading education. The video about the school without classrooms, subjects, or grades was very interesting. It was clear to see how engaged the students were in the work they were creating. This is because they were able to make a connection; they were invested. If we could use opportunities like this to have students demonstrate what they are able to do, we could still get an idea of their ability and proficiency. These activities are real-world and give a chance for students to learn by doing. The PA index also gave me a lot of hope for the future, although I would love to see more action taken with that sooner rather than later.

Giving students a proficiency score based on how they perform on a paper/pencil test does not accurately portray their capabilities. Giving our students problem solving prompts or an opportunity to make a creative student portfolio that would encourage critical thinking and involve real world scenarios are ways that we can measure our students understanding while preparing them for their future. It is important that we give our students more opportunities to demonstrate their abilities and understanding of what they are learning. Labeling students based on how they perform on a standardized assessment is unfair. Our students are more than a test score and they deserve better. We are doing a disservice to them by continuing the cycle of standardized assessments. Our teaching is impacted, and our students are affected. My hope is that our future consists of new chances for our students that do not involve a standardized assessment.

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The ESSA of 2012 kick-started a focus on educational equity, and the measures put in place primarily emphasized the growth of schools. As we continue to think about reporting student progress, I think we need to be mindful of what is best for kids and challenging ourselves to move past traditional practices. A large majority of our classrooms follow a “gotcha-grading” system as suggested by Elizabeth Wissner-Gross. These traditional models of grading are punitive and tracks students even if they work hard to achieve. Eva Ren suggested that these models focused on grades is not creative and inspiring. Our traditional model of grading is heavily influenced by compliance; those who get A’s are seen as ‘smart’ and ‘intelligent’. Despite there being many different strengths in life, those who don’t meet the ‘one size fits all’ approach are seen as ‘failures. The main reason why the traditional model is systemic is because these are the grading practices that teachers have experienced as previous students.

Thus, I think we have to really work hard to establish mastery learning approaches and educate the masses on the impacts these practices – individually and district-wide – could have for the next generation of students. This is easier said than done, which is why educating colleagues on the benefits – first and foremost – is important. There are so many student skills that are not currently shared or tracked on traditional report cards that provide more applicable data for a college or job beyond seeing what letter grade they got in Calculus. I’ve personally been inspired to dig deeper into this work through my district’s involvement at the Thomas Gusky Mastery Learning Consortium offered at the CCIU. What I’ve learned through these sessions and adjustments to my own professional practice is that providing multiple opportunities to show achievement and growth, altering the pacing we deliver instruction and assessments to be learner-focused, and aligning reporting systems to be standards-based is empowering to students. My students had more confidence this year because they were given opportunities to grow. Making these adjustments communicates learning much better to a student instead of a number that has no criteria attached to it. My next job to keep this initiative thriving is to promote it more to colleagues, and to continue the work with our district to establish a grade reporting system that is tied to specific standards and highlights student skills as well.

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Sadly, I grew up in the standardized testing era. I lived it as a student, and I am now living it as a teacher. In both of those roles, I felt as though standardized tests had nothing to do with the students, who should be out main goal. It causes unnecessary stress for students, families, teachers, and school districts.

I enjoyed reading about the laws starting with Johnson’s ESEA, moving to Bush’s NCLB, finishing with Obama’s ESSA. All of which, while trying to support students, are not compassionate, practical, or effective. While reading the “Ready PA Index,” I got excited about where this could go, but then I saw it was created in 2018, and no changes to student assessment has been made. If we continue with this idea of student group performance being evaluated in many areas, instead of just one, we can make a real change. All humans have strengths and weaknesses, evaluating the whole student will provide more accurate data for all. This evaluation should not just be a pencil and paper assessment, it should be focusing on what skills truly make someone successful in life. Some of these skills are, adaptability, communication, confidence, empathy, critical thinking, problem solving and responsibility.

Ways to move towards a system of reporting that is compassionate, practical, and effective is student portfolios, randomly sampling student work, social and emotional skill surveys, and observations by the state, but by people who have taught before.

Focusing on SEL makes a huge impact on students’ success later in life, but our current system for evaluation doesn’t assess that at all. My hope is that law makers listen to teachers and work towards making an evaluation system that is compassionate, practical, and effective, because all students deserve an amazing education.

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I love this question because when I think about standardized testing, I think the opposite of compassionate. As I read through each of the standardized tests and their components, I couldn’t help but think about intent and impact. The intention behind these tests are to identify what students should know and be able to do at varying grade levels. These standards-based, criterion-referenced tests provide students, parents, educators, and citizens with an understanding of student and school performance related to the attainment of proficiency of the academic standards. Sounds great, right? But are these tests accurate portrayals of each student’s academic ability and potential for success? Or are they merely numbers that don’t really tell you everything?

In order to continue the momentum that Covid brought about and move to a system of reporting student progress that is compassionate, practical, and effective, I believe we need to look more closely at the impact that testing is having on students, educators, and schools as a whole. Now that we are more aware of the myriad of learners and varieties of intelligences, how can we continue the one size fits all approach when it comes to testing and grades? As Eva Ren pointed out, if a doctor prescribed the same medicine to all patients, they would get sick yet when it comes to school, this is what happens as it’s one system that everyone must follow. As a result, not only are we sucking the creativity and passion out of students, but we’re also negatively impacting teachers, especially the dedicated ones who have an innate joy to educate the future like Elizabeth Wissner-Gross.

When I think about some ideas for measuring student achievement, my thoughts go to a more creative and diversified learning experience. Before even watching the video about NuVu, I thought of my own experiences working in an entrepreneurial department at my old school. The Center for Entrepreneurial Leadership (CEL) is a strand that exists in the entire school, PreK through 12, and taps into students’ imagination, creativity, problem-solving skills, and abilities. Like the NuVu school, the CEL program teaches creativity and the skills fall in line behind it. Rather than grade students in each class, many teachers had their students use ePortfolios to showcase their work, journal about their learning experience, and critique their peers. This program not only gave students an opportunity to go through a design thinking process, developed a greater appreciation for their learning, and motivated them to make an impact on their world.

All of this made me wonder, why can’t we have several options for measuring the acquisition of standards or various models of testing so that students can show what they’ve learned in a manner that best suits their style and/or intelligence? If you’re someone who wants to showcase their work online, perhaps you can create an ePortfolio or design a website to share your work. If you’re someone who prefers talking about your experience and how you’ve harnessed certain skills, maybe you can present to your peers and teacher through a public speaking project. Or maybe you prefer test-taking and/or essay writing and you’d like to show what you’ve learned through an assessment. What I am getting at is that there needs to be variation when it comes to assessment and more choice for our students so that we get them excited to share their knowledge as opposed to crushing their creative and innovative minds. Wissner-Gross, Ren, Adeli, and MIT share similar sentiments when it comes to standardized tests and reporting - end grading altogether and replace it with mastery based learning, internships, projects, creativity, and more.

“Invest into the present and the future will take care of itself.” - Nikki Adeli