About a week ago, Seattle teachers in one high school, followed by teachers in another, stood together to refuse to administer what they consider to be the worse than useless, district-required “MAP” test. Here’s alternet’s account, the title of which, however, implies that testing, rather a particular test, is at issue.
— the Seattle Times fired back with an editorial saying the teachers had nothing to offer as a solution. (Reminds me of initial criticisms of Occupy . . .)
That critique inspired one teacher at at the first school to tell the Seattle Times why teachers have finally stood up as one to boycott this particular test.
Oops! I see that commondreams, when they reposted the teacher’s article, though in a manner more subtle than alternet, also made it appear as a more general refusal, rather than a particular test. Notice the wording: “Why, as teachers, we refuse to administer ‘misguided’ standardized tests.”
It’s very difficult not to insert one’s bias into any kind of rewrite, especially titles! — and I tend to be one who would champion the elimination of just about all tests! However, I also want to stay alert to how we shift meaning beyond what was originally intended to satisfy our own agendas.
Garfield teachers believe students should be evaluated based on what they are learning in the classroom, writes guest columnist Jesse Hagopian.
January 18, 2013
WALKING the same halls once trod by Jimi Hendrix, Quincy Jones, Bruce Lee, Brandon Roy and Macklemore makes teaching at Garfield High School exhilarating.
When I look at the students in my history classes, I see young people who may be the next to turn the world inside out. Garfield has a long tradition of cultivating abstract thinking, lyrical innovation, trenchant debate, civic leadership, moral courage and myriad other qualities for which our society is desperate, yet which cannot be measured, or inspired, by bubbling answer choice “E.”
Garfield teachers voted last week, without a single “no” vote, to refuse to administer the Measures of Academic Progress, or MAP, test on ethical and professional grounds. Our student government and PTSA both voted to support us.
Why did we take this stand, now, against this test?
I graduated from Garfield in 1997, went to college, did Teach for America in Washington, D.C., came home, got my masters in teaching at the University of Washington and returned to teach in the “Dog House.”
The standardized tests I took as a student at Garfield were moments of great misery, because they made me feel unintelligent. I had talents, but there were no test questions on whether I could play piano, coach my little sister in pitching, or identify a problem in my community that needed action and write a letter to the editor about it.
Seattle’s ninth- and 10th-grade students already take five state-required standardized tests, with 11th- and 12th-graders taking three. Seattle Public Schools staff admitted to a Garfield teacher the MAP test is not valid at the high-school level, because the margin of error is greater than expected gains.
In addition, teachers are forbidden to see contents of the MAP test so they can’t prepare students. Teachers who have looked over the shoulders of students taking the test can tell you that it asks questions students are not expected by state standards to learn until later grades.
This test especially hurts students receiving extra academic support — English-language learners and those enrolled in special education. These are the kids who lose the most each time they waste five hours on the test. Our computer labs are commandeered for weeks when the MAP is on, so students working on research projects can’t get near them. The students without home computers are hurt the most.
Students don’t take the MAP seriously because they know their scores don’t factor into their grades or graduation status. They approach it less seriously each time they take it, so their scores decline. Our district uses MAP scores in teacher evaluations, even though the MAP company recommends against using it to evaluate teacher effectiveness and it’s not mandated in our union contract.
Former Superintendent Maria Goodloe-Johnson brought the MAP to Seattle at a cost of some $4 million while she was serving on the board of the company that sells it. The state auditor called this an ethics violation because she did not disclose it until after the district approved the company’s contract. After Goodloe-Johnson was fired, the MAP somehow survived the housecleaning. Garfield teachers refuse to administer an ethics violation.
We at Garfield are not against accountability or demonstrating student progress. We do insist on a form of assessment relevant to what we’re teaching in the classroom. Some of my colleagues would propose replacing the MAP with a test that is aligned to our curriculum.
Many others, myself included, believe that portfolios, which collect student work and demonstrate yearlong student growth, would be a good replacement for the MAP. Such assessments would be directly tied to our curriculum and would demonstrate improvement over time rather than a random snapshot of a student on one particular day.
America faces incredible challenges: endless war, climate change and worldwide economic implosion. Our kids will need both traditional academic abilities and innovative critical-thinking skills to solve these real problems. If we inundate our students with standardized testing year-round, these larger lessons are lost.
Garfield’s teachers are preparing students for the real-life tests they will face, and reject the computer multiple-choice rituals that fail to measure grade-level content — not to mention character, commitment, courage or talent.
Jesse Hagopian has taught in Seattle Public Schools since 2006, serves as the Black Student Union’s faculty adviser and is the recipient of the Abe Keller Peace Education Award.