The last two weeks I have been down the black hole of report cards, immersed in grades, comments and discussions with my partner teacher about the progress of our students and where to go next. I’ve also been a leader on a committee that is creating our District’s new Standards Based report card that will reflect our implementation of Common Core and a new 1-4 grading rubric. In short, I’ve been doing a lot of thinking about assessing students – how it’s done, how it’s shared with parents, students and teachers; and what it means for those fourth graders that sit in my classroom every day.
This year California teachers and students were given a rare and precious gift. The California Legislature chose to opt out of the State testing that typically happens in April, in order to prevent students from having to experience a ‘double testing’ regimen of STAR plus the new Smarter Balanced pilot tests.
I like to think of myself as a teacher who does not ‘teach to the test’. I look at the standards and plan my curriculum accordingly. I teach what I think students need, based on where they come in to my class, and where I want them to be by June. I give them academic and emotional support. I try to share some life lessons along with my reading and writing lessons. I have high standards for my students – I want them to soar academically and socially. And I am fortunate to have an Administrator who supports me.
But not having the STAR test looming over our heads this year has taught me an important lesson. It changed the way I teach. This year I took more risks, I tried different strategies, I took more TIME. I focused on what I really wanted my students to get out of fourth grade, without worrying about whether I had covered every way they could be asked about a particular aspect of writing strategies and conventions. We had more book talks, more partner work, more book clubs. I finally started my long-planned but never implemented Breakfast with Books Club. I did ‘close reading’, but with texts that I knew the students would be drawn to (every single copy of The False Prince has been checked out of our school library since we read closely from the first chapter last week). My overarching goal was for this group of students ( at least 40% of whom came to me reading below grade level) was to get them excited about reading. To teach them the joy, fear, excitement and grief that can be found in the lines of a text. To make connections with characters and authors and to share their love of reading with each other.
As I assess my students at the end of second trimester, I feel very positive about where we are. Monday mornings are filled with conversations about books we’ve read over the weekend. I hear students randomly discussing characters and plots from books during their free time. Spontaneous book clubs have sprung up as kids share their love of Harry Potter and the Stranded Series of books. They are reading for pleasure and knowledge. And in the end, this is what I wanted. Are they ready to take the Smarter Balanced test? I’ll know in May when we take the pilot. But from what I’ve seen and read so far from other Districts, we will most likely do very poorly. However, in my mind, my students have already succeeded.
I am not an anti-testing advocate. I believe we need ways to assess our students – but we need multiple measures. No single test should define the way we teach. And I’m especially concerned about the money and industry that has sprung up around testing our students. For myself, this year has been enlightening. I am a different teacher when April isn’t looming as ‘testing month’, and I like what I’ve learned.
Having the freedom to teach has indeed been a precious gift.