Welcome to the season of "high stakes" testing. Has anyone heard of something called the FCAT? If you haven't, you just aren't listening. Students across the state of Florida take a standardized test called the FCAT. Like most tests, it is designed to measure student performance in academic areas. These types of tests are given under specialized circumstances, usually timed with specific directions, and the results make a BIG difference--to each student, to each school, to the entire district, to our state. Much depends on it!
Why don't we give the FCAT at St. John Lutheran? We have chosen to give one of the most respected national achievement tests, the Stanford Achievement Test (SAT, but not the college board entrance exam). A national standardized test is one that statistically measures and compares a pupil's achievement to the performance of students all across the nation in both urban and rural, public and private settings. You are probably aware that when you receive your child's test data, you are able to interpret the scores to see and compare his or her performance with that of students all across the nation as well as peers at St. John. We as a school can see trends in curriculum and measure the success of our students and teacher performance over time. Since we have been giving the SAT in grades K5 through 9th grade for many years now including the Otis Lenon Mental Ability Screening Test in grades 1, 3, 5, 7, and 9 we can show a strong history of constantly beating the national norms for student achievement at all grades.
It is always wise to remember that any test is a measurement of a student's performance at that one time and in that one setting. Achievement test scores should be compared to student grades in regular classwork. Trends over time examined. Yet, taken as an important piece of information in a comprehensive look at student growth and learning, achievement tests can be important tools. Should life impacting decisions be made based on any one test? In our opinion as educators, the answer is 'no'.
Standardized testing has value as one of the only ways to concretely measure academic knowledge and problem solving skills while allowing for comparisons across a large population of students who took the same test instrument. Authentic measurement of student performance in school also includes a variety of test formats, as well as oral presentations, essays, and memorization.
We will be taking our achievement tests this coming April and in the meantime, continue supporting your child's learning at home and at school. Testing is designed to measure how much students have learned over time, and not just because they practiced specifically for any one given test.
Wednesday, February 18, 2009
Sunday, February 15, 2009
Give me an "A", Give me a "B", Give me a Rubric
We all grew up with the standard grading systems of A, B, C, and so on including the dreaded F. Later E, S, N, and U were added; usually for elective classes or for measuring the progress of younger children. Well, move on over letter grades--welcome the "rubric".
A rubric is rather like a way of measuring progress on a project or writing assignment based on specific criteria. For example, instead of giving a composition written by a student an overall grade such as "B", the paper would be graded with a simple number--usually from one to 5 or 6.
Sounds too simplistic and don't the numbers merely equate to the letter grades we normally use? Actually a rubric is a grid of skill expectations that more clearly indicate the specific things being measured as a paper is evaluated. On that same composition that would have gotten a letter grade and a few comments and corrections; the teacher using a rubric would have systematically reviewed all aspects of composition writing including grammar, vocabulary and word choice, spelling, creative use of language, mechanics, margins, format as well as other specifics focused on in that particular assignment.
The value of using a rubric for an assignment is that it provides a blueprint for the students to develop their paper or project. Each skill expectation is laid out clearly and sample models of teacher expectations at the various numerical levels of ranking are reviewed. Students learn the component parts and skills that make up the project and have samples at each level of performance so that they quickly grow able to measure and edit their own work. Back to the idea that students who accept personal responsibility for their learning succeed. Back to the simple fact that builders use architectural drawings and scale to produce their final product. Arming students with not only the skills to perform assignments, but specific models of what is expected--what does the difference between 'average' and 'above average' look like--these experiences prepare students to be self sufficient learners as they grow and develop.
You can link to some sample rubrics for various grade levels and subject areas at http://www.rubrics4teachers.com/. Remember that even when rubrics are used to teach process and evaluate certain assignments, teachers will still provide grades for overall work in each subject area. We do that because the world still uses A, B, C to rank and measure academic achievement; even in college. But using rubrics on certain assignments provides a dynamic teaching and evaluative tool that clearly provides students with the ability to see models of and understand performance expectations. Using a rubric while teaching a certain skill or assigning a project or paper provides clear outlines of what is to be achieved and how it will be measured. Once again, students are empowered to be a part of their own learning and see for themselves how they can learn and grow!
A rubric is rather like a way of measuring progress on a project or writing assignment based on specific criteria. For example, instead of giving a composition written by a student an overall grade such as "B", the paper would be graded with a simple number--usually from one to 5 or 6.
Sounds too simplistic and don't the numbers merely equate to the letter grades we normally use? Actually a rubric is a grid of skill expectations that more clearly indicate the specific things being measured as a paper is evaluated. On that same composition that would have gotten a letter grade and a few comments and corrections; the teacher using a rubric would have systematically reviewed all aspects of composition writing including grammar, vocabulary and word choice, spelling, creative use of language, mechanics, margins, format as well as other specifics focused on in that particular assignment.
The value of using a rubric for an assignment is that it provides a blueprint for the students to develop their paper or project. Each skill expectation is laid out clearly and sample models of teacher expectations at the various numerical levels of ranking are reviewed. Students learn the component parts and skills that make up the project and have samples at each level of performance so that they quickly grow able to measure and edit their own work. Back to the idea that students who accept personal responsibility for their learning succeed. Back to the simple fact that builders use architectural drawings and scale to produce their final product. Arming students with not only the skills to perform assignments, but specific models of what is expected--what does the difference between 'average' and 'above average' look like--these experiences prepare students to be self sufficient learners as they grow and develop.
You can link to some sample rubrics for various grade levels and subject areas at http://www.rubrics4teachers.com/. Remember that even when rubrics are used to teach process and evaluate certain assignments, teachers will still provide grades for overall work in each subject area. We do that because the world still uses A, B, C to rank and measure academic achievement; even in college. But using rubrics on certain assignments provides a dynamic teaching and evaluative tool that clearly provides students with the ability to see models of and understand performance expectations. Using a rubric while teaching a certain skill or assigning a project or paper provides clear outlines of what is to be achieved and how it will be measured. Once again, students are empowered to be a part of their own learning and see for themselves how they can learn and grow!
Classical vs. Techno
It doesn't have to be a war or 'either or' when it comes to curriculum. Teachers used to say that it was important to learn math facts in case you forgot your calculator. In the same manner, why does handwriting or grammar count when we live in a world of laptops and 'spell check'?
It matters because we live in a world where both having the skills to function independent of technology and facile use of equipment and software are both in demand. Take for example, a power outage during a hurricane. Seem a bit too "Oh, come on" for you? Then lets look at the College Board and the ACT. The writing portions of these exams so critical to our students' admission to postsecondary education are all done by hand. No word processing here! Use of calculators is permitted in some instances, but the time saved on these 'timed' tests when a student can do the math quickly in his or her head might just make the difference in ultimate total scores.
It matters because one of the key factors in student academic success is the ability to 'self teach' and accept responsibility for learning. For example, the boys and girls who learn to read words as a whole do much worse in their ultimate reading comprehension and fluency than the pupil who can sound out or 'attack' new words independently. The student who can answer only simple factual questions about a passage of content is handicapped when the questions get harder and require logic, using information gained to determine outcomes, or summarizing what has been taught so that it can be useful to future learning. Likewise in mathematics, counting on fingers is a tool to learning, but clearly it slows one down. Since learning math facts for speed and accuracy must be mastered before students begin to manipulate more difficult mathematical concepts, whether it is long division, algebra, or calculus; mastering the foundational skills is critical to success.
Students who grasp the idea, even in the primary grades, that it is their job to work at learning and then use what they learn to build upon are the most successful. Knowledge is a framework constructed, like a building, of critical foundations that will be built upon, grown, elaborated, and used throughout one's life. Stopping at the simple fundamentals limits one; expecting the teacher to do all the 'head work' and 'construction' is doomed to leave a student at the very rudimentary level of skills for life. The skilled teacher weaves direct instruction of content, facts, and procedures with constant prods to move to the next level of sophistication in thinking about, building upon, and using the facts learned to build 'knowledge'.
Knowledge,then is not just random, unconnected facts, but a congruent connected batch of information and experience that forms the very way we perceive life and what we can become. Problem solving, creativity, experimentation, and discovery cannot happen without a base of knowledge and skills.
So why then computers? To replace the need for handwriting and personal research and study? Au contraire, to augment the acquisition and manipulation of knowledge. To connect students with other resources and educational tools beyond the local library. To virtually 'see and do' when actual experimentation or travel is impossible. It goes without mention that it is vital that our students be computer saavy in today's world and all the more into their futures.
Classical education based on building knowledge and using it to learn even more complex concepts combined with technology tools that enhance our manipulation of information and data together make a complete college bound curriculum. That is our goal at St. John Lutheran.
It matters because we live in a world where both having the skills to function independent of technology and facile use of equipment and software are both in demand. Take for example, a power outage during a hurricane. Seem a bit too "Oh, come on" for you? Then lets look at the College Board and the ACT. The writing portions of these exams so critical to our students' admission to postsecondary education are all done by hand. No word processing here! Use of calculators is permitted in some instances, but the time saved on these 'timed' tests when a student can do the math quickly in his or her head might just make the difference in ultimate total scores.
It matters because one of the key factors in student academic success is the ability to 'self teach' and accept responsibility for learning. For example, the boys and girls who learn to read words as a whole do much worse in their ultimate reading comprehension and fluency than the pupil who can sound out or 'attack' new words independently. The student who can answer only simple factual questions about a passage of content is handicapped when the questions get harder and require logic, using information gained to determine outcomes, or summarizing what has been taught so that it can be useful to future learning. Likewise in mathematics, counting on fingers is a tool to learning, but clearly it slows one down. Since learning math facts for speed and accuracy must be mastered before students begin to manipulate more difficult mathematical concepts, whether it is long division, algebra, or calculus; mastering the foundational skills is critical to success.
Students who grasp the idea, even in the primary grades, that it is their job to work at learning and then use what they learn to build upon are the most successful. Knowledge is a framework constructed, like a building, of critical foundations that will be built upon, grown, elaborated, and used throughout one's life. Stopping at the simple fundamentals limits one; expecting the teacher to do all the 'head work' and 'construction' is doomed to leave a student at the very rudimentary level of skills for life. The skilled teacher weaves direct instruction of content, facts, and procedures with constant prods to move to the next level of sophistication in thinking about, building upon, and using the facts learned to build 'knowledge'.
Knowledge,then is not just random, unconnected facts, but a congruent connected batch of information and experience that forms the very way we perceive life and what we can become. Problem solving, creativity, experimentation, and discovery cannot happen without a base of knowledge and skills.
So why then computers? To replace the need for handwriting and personal research and study? Au contraire, to augment the acquisition and manipulation of knowledge. To connect students with other resources and educational tools beyond the local library. To virtually 'see and do' when actual experimentation or travel is impossible. It goes without mention that it is vital that our students be computer saavy in today's world and all the more into their futures.
Classical education based on building knowledge and using it to learn even more complex concepts combined with technology tools that enhance our manipulation of information and data together make a complete college bound curriculum. That is our goal at St. John Lutheran.
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