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The EDifier

October 27, 2015

Fewer, better tests

TestingParents have been concerned about the amount of testing their children have been subjected to in recent years. To the point where some are choosing to opt their children out of certain standardized tests. Yet, a number of educators, policymakers and education organizations have expressed the need for such tests to identify those students whose needs are not being fully met—particularly poor, minority and other traditionally disadvantaged students. Unfortunately, it has been unclear how much testing is actually taking place in our nation’s schools.

But yesterday, a report from the Council of Great City Schools (CGCS) provided the most comprehensive examination of testing to date that shed an important light on the quantity and quality of testing students are exposed to. Among the findings the report found:

  • The average eighth-grader spends 25.3 hours per year taking mandated assessments which accounts for 4.22 days or 2.34 percent of total instructional time.
    • Only 8.9 hours of this testing is due to NCLB mandated assessments.
    • Formative assessments are most likely to be given three times a year and account for 10.8 hours of testing for eighth-graders 
  • There is no correlation between the amount of mandated testing and the performance on the National Assessment for Education Progress (NAEP).
  • Urban school districts have more tests designed for diagnostic purposes than other uses.
  • Opt-out rates in the 66 school districts that participated in the study were typically less than 1 percent.
  • 78 percent of parents surveyed agreed or strongly agreed with the statement “accountability for how well my child is educated is important, and it begins with accurate measurement of what he/she is learning in school.”
    • Yet, fewer agreed when the word ‘test’ appears.
  • Parents support ‘better’ tests but are not necessarily as supportive of ‘harder’ or ‘more rigorous’ tests.

These are much needed findings in the debate about testing, which has been dominated by anecdotal accounts and theoretical arguments. CGCS’s report has provided much needed facts to inform policymakers on time spent on testing, as well as, the quality and usefulness of the tests. In fact, these findings led President Obama to propose the amount of time students spend on mandatory tests be limited to 2 percent of instructional time.

While limiting the time students spend taking tests is a good thing, the report highlights the fact that over-testing is not necessarily a quantity problem but a quality problem. For example, the report found that many of the tests were not aligned to each other nor aligned to college- and career-ready standards. Meaning, many students were administered unnecessary and redundant tests that provided little, if any, information to improve instruction. Moreover, results for many tests, including some formative assessments, were not available for months after they were taken, thereby failing to provide teachers information in-time to adjust their instruction. So, the information for many tests are neither timely nor useful.

For testing to drive quality instruction, testing systems must be aligned to college- and career-ready standards and provide usable and timely information.  Doing so does not necessarily lead to less testing time but it does lead to a more efficient testing system. While there is plenty of blame to go around for the lack of a coherent testing system, district leaders play a lead role in ensuring that each and every test is worth taking. Tools such as Achieve’s Student Assessment Inventory for School Districts can inform district leaders on how much testing is actually taking place in their classrooms and why. With such information in-hand they can make more informed decisions on which tests to continue using and which should be eliminated, as well as, if there is a need for better tests that provide a more accurate measure of what students are expected to learn. By doing so, it will create a more coherent testing system that consists of fewer and better test that will drive quality instruction that will in-turn improve student outcomes. – Jim Hull






November 20, 2014

Growing concerns on testing

A recent opinion piece in the Denver Post challenged the commonly claimed notion that American public students are being tested too much. Recently, high school seniors in Colorado refused to take state assessments in science and social studies, arguing these assessments do not reflect what they have been taught.

But Alicia Caldwell, an editorial writer at the Post, writes that students from third to 12th grade are only tested 1.4% of the time in school, citing data from the state of Colorado’s Department of Education. Caldwell also points out that there was local input on these testing decisions, as eight educators from these school districts were placed on the committee that enacted the social studies standards in 2009.

These standards were put into place because Colorado students were required to take way too many remedial classes in college, which they received no credit but have to pay for. In essence, the Colorado students had to pay for classes that they should have already passed in high school. Finally, the author highlights the role of local districts, as “local districts are layering their own assessments on top of those required for the state, adding to total test time.” This reminds us that the amount of testing is the result of federal, state, and local policies. If parents or students, such as those in Colorado, are complaining about too much testing, then it is the school board and local government’s responsibility to make their testing information transparent.

Colorado is not the only state where communities have voiced their concern on testing. Maryland has also engaged in the debate over the right amount of testing. Eighth-graders in Baltimore schools, for instance, spend 14 to 46 hours a year on standardized assessments. A school year amounts to approximately 1000 instruction hours, so this would mean students are spending 1.4 to 4.6% on testing. When expressed as a percentage, this level of testing does not seem as significant as some of testing critics claim it to be. In Anne Arundel County, students are tested 46 hours per year and 33 of these tests are locally mandated tests. This again demonstrates the role of local government and school board decisions in testing.

An upcoming brief from the Center for Public Education will examine these and other concerns on testing and explain what studies have found on the subject. Stay tuned!







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