I am so tired of hearing about this state test. That’s alllll we hear about in the faculty meetings, parent phone calls, district meetings, in the hallways- they want us to “teach to the test”. And I’m not sure that I agree with that!
When I chose to enter the education world, my goal was (and still is) to empower my youngsters to excel in whatever they set their minds to, including my math class. Too many of my students came to me gradeeee levels behind, and my mission is to teach them the foundational math concepts, so the latter material will be easier to grasp. Being pressured to “teach to the test” allows very little room for me to do so. When I presented my concerns to the principal, her response was, “Why do you think we have calculators? Give em the calculators!” Is a TI-83 plus really the solution to this problem? Absolutely not!
This chapter focused on several topics, but the one I feel applied most to math and my current situation was the section on standardized testing. Several helpful tips were given to ease the minds of the parents and students when it comes to the seemingly colossal MCT2. Some included putting the parents at ease, providing the parents with information, accurate information, concerning the test, requirements, and purpose. Lastly, making sure the parents understand the difference between percentages correct and percentiles.
These tips are extremely helpful and I will definitely keep this advice in mind when presented with questions or concerns related to the state test. I’m not used to the state test being such a big deal. If the teachers teach the information from the framework, ensure that the students are comprehending and applying the information taught, in addition to understanding foundational information related to the subject area, the state scores will fall in place.
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