Module 30 Blog Post

• Discuss one question or confusion you have from reading Module 30.

I don't really think this is necessarily a question or confusion, but just a curiosity. It mentioned in the book about teachers needing to meet standards and in some situations if they do so, they can receive a pay raise. Have there been instances where teachers have "cheated" or made their students look quite successful so they can reap the monetary benefits?

• What are some of the tensions that arise (for students, teacher, and schools) from high stakes standardized testing? Why do these arise?

There are a variety of tensions that could arise from standardized testing. In many cases, these tensions often lead to test score pollution. For example, schools are required to meet certain standards and are "graded" on their ability to do so. Teachers and school districts could change the instructional environment to mimic these standards. This often narrows curriculum content, which is not beneficial for students. Other issues that could cause test pollution are teachers giving previous administered exams or giving students a longer period of time to complete these exams, to help improve student test scores. These situations are completely unethical and negatively influence student learning. Another tension could be among those students who are disadvantaged or at risk, but not not being catered too. This could put a lot of stress or anxiety on those students, making them feel like they have failed. These special considerations should be made so ALL students have equal opportunities to succeed.

• What are high stakes tests measuring, exactly? Are they measuring intelligence or something else? How do you know?

High stakes tests are not necessarily measuring student performance or intelligence. The students themselves are being tested, but those results significantly reflect the teachers, administrators, schools, and states as well. These tests evaluate the current level of student learning as a way to show what improvements need to be made in the curriculum and teaching methods used by teachers. These changes should help improve student learning in the future. Also, it holds the teachers and school districts accountable for students' performance. This accountability is through the No Child Left Behind Act (NCLB). By doing this, schools are required to report test scores, where they are evaluated. Schools must meet certain criteria and standards to "pass" and if not, different actions are taken. Adequate yearly progress (AYP) is used to measure this academic achievement within schools. Although the NCLB uses certain AYP levels and criteria, problems and negative outcomes can arise through this.

• If a student fails a standardized test (gets a 50% score), is it because of the test or the student? How do you know?
  

If a student fails a standardized test, it is not necessarily because it is their fault. There are many factors that go into standardized tests that should be taken into consideration. Test fairness and bias are important judgements about test design and implementation. These judgements help determine what outside factors could be contributing to the success or failure of students taking the tests. For example, cultural test bias helps determine if there is built-in bias within the tests that makes it unfair for certain participants. Specific ethnic groups have shown to score lower on certain standardized tests compared to others. Also, assessing whether or not the test accommodates for students at risk is important. This helps make sure the test is fair for all and accounts for those students who for example live in poverty or are in a single-parent household, are being accounted for. Special accommodations should be made for these disadvantaged students.

Another consideration is the preparation the teacher has provided to the students. If they have inadequately prepared students for the test, then they are equally at fault for the students' unsuccessful scores. Preparation and guidance in an ethical situation is crucial for positive performance of the students. Overall, there are many factors to consider when looking at the performance of the students. It is not solely their fault; as often times there are surrounding factors influencing them.