10.) I should cheat because it would be beneficial to my career.
Test scores matter. There's not a lot of ways to climb the ladder as a teacher, but to whatever you look toward in the education world right now, there is no question that test scores are the ticket.
9.) I should cheat so my school district doesn't face penalties.
My school district is a high performing district without cheating (to my knowledge), but the dirty little secret most people don't know about NCLB is that without 100% proficiency every public school district in the country will face penalties in the next few years. Actually, my school district is already facing some (despite the fact that almost every school is rated excelling, the highest possible rating). Somehow we're technically a failing district with only highly performing or excelling schools--yeah, I don't get it either. The trouble we faced is that our test scores were initially high. We had to improve an already stellar record at prescribed incriments pressing on toward the 100% goal. I believe we started with a proficiency rate over 80%. Meaning, we should almost be at 100% by this point. If we had started at 40% our goal might be a more reasonable 70% at this point. In any case, we're facing penalties and barring a miracle (or wide scale cheating) we will face more.
8.) I should cheat so the kids see an A+ over their school every morning.
It's all about the kids, right? Next year, in this state all schools will be given a letter grade instead of a label. That letter grade will be posted in giant letters over the school. I get it that this is aimed to punish staff and not students, but what message do you suppose we are sending to the students walking into the "F" schools every day? My school is not really going to get an "F", but I do see why cheating to avoid that might be smart.
7.) I should cheat to keep my job.
Okay, technically not yet, but in two years 50-80% of my evaluation will be based entirely on test scores. Sometimes third graders don't understand the gravity of the test for them, much less me. So yeah, with lay offs every year, a good evaluation seems like a strong incentive to cheat.
6.) I should cheat to even the playing field.
Our state Math test is all reading. For a third grader with a reading disablity this makes them appear much worse at Math then they are. For a third grader, with limited English ability this makes them appear less than they are. Maybe I should just even it out and help them out.
5.)I should cheat so I don't have to teach to the test.
Let's be honest, in third grade we have to do a lot of test prep. Just the idea of a bubble sheet is foreign to them. My first year teaching third grade, I saw a little boy drawing a picture on his bubble sheet in an area that said, "do not write here." "What are you doing," I said exasperated, "It says, 'Do Not Write Here'!"
"I know," he responded, "but I'm not writing, I'm drawing!"
My point is that these kids don't know how to test so thoroughly and I have to spend a lot of time teaching them how. In some sick way, I might actually be able to teach more if I was going to cheat my way through testing.
4.) I should cheat to get a little more money.
Let's face it, being a teacher does not make you rich. Cheating at being a teacher would not make you rich either, but part of our pay is technically linked to test scores, so especially if they started falling, I would have a small financial incentive to cheat.
3.) I should cheat to be seen as a good teacher.
It seems like a pretty strong definition of "good" teacher is having good test scores. Cheating would lead to good test scores.
2.) I should cheat to take the pressure off.
I am not seriously going to cheat, but this would be the strongest incentive. I, like most teachers I know, was a very strong student. I got top marks on all tests. It's a lot harder to get top marks when you're not the one testing. I've never had testing anxiety and I have it now when I give my students tests. Test anxiety is the number one reason I've seen students cheat, and I believe it is probably why teachers do as well.
1.) I should cheat because I can.
This is kind of a non-reason, but I think it would be easy to cheat. There are not a lot of preventative measures in place around here. We have to turn in tests on time, but as far as I know, scores aren't being monitored or audited for suspicious trends. It would theory be easy to catch cheaters, but there is not much being done to attempt it.
I wouldn't cheat because it is wrong. However fed up I get with education, I will, personally, not cheat because I think allowing me to be a teacher is a sacred trust and I won't break that.
In looking at what is going on in Atlanta, and has gone on in Chicago and other places, I realize that I probably know or have known teachers who cheat. If they do cheat, and it is proven, then they broke the trust described above and should be fired--just like students who cheat should be punished. However, measures should be put in place to outweigh some of the incentives above. I don't think this cheating problem can be solved reactively. We need to be proactive. It also makes me wonder how honest our honest discussions on accountability measures really are. If some of the examples they hold up for us have cheating involved, are the things suggested really working?
Showing posts with label standardized testing. Show all posts
Showing posts with label standardized testing. Show all posts
Thursday, July 21, 2011
Tuesday, April 12, 2011
Question #5
State testing can be a bit of a trial. I have to test the Crazy 8 this year and I knew it would be tough. My white board usually reads: "Silence is golden," during testing week. For this group it read, "Silence: It's the Law."
Third grade is the first time the kids are subjected to state testing. So, I took full advantage. I gave the kids the following speech:
Boys and girls, next week is a big week for third grade. Next week we will be taking the [Insert Catchy/Infamous Acronym for State Testing]. They don't let you take this test until third grade because you can't handle it. Now you can, but we need to talk about what this means.
Usually in this class we have a rule during tests that says, "No, talking." Some of you break that rule regularly and you get a reflection or I let your parents know about the choices you are making. Well, when we take [Insert Catchy/Infamous Acronym for State Testing] it's not a rule [Insert Dramatic Pause]. It's the law!
The state passed a law that says every student gets to take this test in silence so he or she can do his or her personal best. If you choose to break this law, then you've committed a testing violation.
If you commit a testing violation, I will have to write an official report on what you did. It will say your name and what you did. It won't just go to Captain Principal either. It has to go all the way to the state--probably the Mayor or something. Because of your testing violation, your test might not count, and if that happens then how will we know if you really understand your third grade skills?
After my big speech, I saw lots of big eyes so I knew I was effective. One little boy raised his hand to ask if they would go to "juvey" if they committed a testing violation.
"Well, you probably wouldn't go to jail, but there would be a severe consequence," I told them.
My little speech must have been effective because this group of kids constantly have behaviors and no one has tried anything that memorable. That is saying something because my newest student took an entire hour after all the students finished during part 1 of the Reading test. She did the exact same thing again during the afternoon Math test.
All the kids were sitting in their seats trying to see her book, so they would know how much longer. I was walking around trying to contain the Crazy 8 for the rest of the testing session. "Hulk, turn back to your original color!" I said in passing. "Taz, quit chewing through your desk!" "Lost Boys, I don't know where you found a bunch of planks, but take down that fort at once!" However, I must confess, that when I walked by New Student who was the only one with her test left and saw that she was on question 5, I almost committed a testing violation myself! Do you think they would send me to "juvey"?
Third grade is the first time the kids are subjected to state testing. So, I took full advantage. I gave the kids the following speech:
Boys and girls, next week is a big week for third grade. Next week we will be taking the [Insert Catchy/Infamous Acronym for State Testing]. They don't let you take this test until third grade because you can't handle it. Now you can, but we need to talk about what this means.
Usually in this class we have a rule during tests that says, "No, talking." Some of you break that rule regularly and you get a reflection or I let your parents know about the choices you are making. Well, when we take [Insert Catchy/Infamous Acronym for State Testing] it's not a rule [Insert Dramatic Pause]. It's the law!
The state passed a law that says every student gets to take this test in silence so he or she can do his or her personal best. If you choose to break this law, then you've committed a testing violation.
If you commit a testing violation, I will have to write an official report on what you did. It will say your name and what you did. It won't just go to Captain Principal either. It has to go all the way to the state--probably the Mayor or something. Because of your testing violation, your test might not count, and if that happens then how will we know if you really understand your third grade skills?
After my big speech, I saw lots of big eyes so I knew I was effective. One little boy raised his hand to ask if they would go to "juvey" if they committed a testing violation.
"Well, you probably wouldn't go to jail, but there would be a severe consequence," I told them.
My little speech must have been effective because this group of kids constantly have behaviors and no one has tried anything that memorable. That is saying something because my newest student took an entire hour after all the students finished during part 1 of the Reading test. She did the exact same thing again during the afternoon Math test.
All the kids were sitting in their seats trying to see her book, so they would know how much longer. I was walking around trying to contain the Crazy 8 for the rest of the testing session. "Hulk, turn back to your original color!" I said in passing. "Taz, quit chewing through your desk!" "Lost Boys, I don't know where you found a bunch of planks, but take down that fort at once!" However, I must confess, that when I walked by New Student who was the only one with her test left and saw that she was on question 5, I almost committed a testing violation myself! Do you think they would send me to "juvey"?
Sunday, April 10, 2011
For Whom the Bell Tolls
I am dreading work tomorrow. Dreading.
For one thing, tomorrow begins state testing week. Our school cancels P.E., Music, Art, and Library so those teachers can help test students with testing accommodations. That means I have the twenty-three precious treasures with me from 7:45am all the way until 2:35pm every day: no breaks!
Really, though, it's not testing week that is making me dread work. Testing week marks the passing of time in a school. It is the beginning of the end of the school year. Trust me, I am ready for this school year to end. It's not that I don't like the kids; it's just that I am exhausted! The kids I have this year are so hard to teach and I am ready to roll the dice and get a new crowd. The odds of it being this bad again are low, also the upcoming gradelevel doesn't have the reputation of the kids who are now in third grade.
The thing that I am really dreading is the bad news on the horizon. I have gotten a series of e-mails from the superintendent saying that program cuts are coming. This means a rif, pay cuts, or both.
When the president is on his way out, they call him a lame duck. I think the district is refusing to tell us the exact nature of the cuts because they don't want a bunch of lame ducks administering tests that determine labels and funding. I get that, but I feel the storm approaching. Also, because of my lame duck theory, I am pretty sure that Monday we hear the bad bad news.
I read in the local paper yesterday that 39% of the people in my age bracket (18-28) in this metropolitan area are unemployed. My stomach turns a little when I think about the peril my job is in. I know that I am a good teacher, but that doesn't mean I'll find a job.
Inside the walls of my house right now all is well. I have a job that pays the bills and a roof over my head. I pay my all my bills and don't have any debts or loans. I am dreading going to work, because I feel like the Grim Reaper of jobs is lurking there waiting for me. Once he finds me, there is no escape.
For one thing, tomorrow begins state testing week. Our school cancels P.E., Music, Art, and Library so those teachers can help test students with testing accommodations. That means I have the twenty-three precious treasures with me from 7:45am all the way until 2:35pm every day: no breaks!
Really, though, it's not testing week that is making me dread work. Testing week marks the passing of time in a school. It is the beginning of the end of the school year. Trust me, I am ready for this school year to end. It's not that I don't like the kids; it's just that I am exhausted! The kids I have this year are so hard to teach and I am ready to roll the dice and get a new crowd. The odds of it being this bad again are low, also the upcoming gradelevel doesn't have the reputation of the kids who are now in third grade.
The thing that I am really dreading is the bad news on the horizon. I have gotten a series of e-mails from the superintendent saying that program cuts are coming. This means a rif, pay cuts, or both.
When the president is on his way out, they call him a lame duck. I think the district is refusing to tell us the exact nature of the cuts because they don't want a bunch of lame ducks administering tests that determine labels and funding. I get that, but I feel the storm approaching. Also, because of my lame duck theory, I am pretty sure that Monday we hear the bad bad news.
I read in the local paper yesterday that 39% of the people in my age bracket (18-28) in this metropolitan area are unemployed. My stomach turns a little when I think about the peril my job is in. I know that I am a good teacher, but that doesn't mean I'll find a job.
Inside the walls of my house right now all is well. I have a job that pays the bills and a roof over my head. I pay my all my bills and don't have any debts or loans. I am dreading going to work, because I feel like the Grim Reaper of jobs is lurking there waiting for me. Once he finds me, there is no escape.
Sunday, April 18, 2010
Is It Bad??
Now that we've finished the state testing (grant you we still have some disrict testing left), it is summer in my mind. We have six weeks of school left, but I just feel like the pressure is off and we should be on break. Seeing as we don't get the results of state testing until July, why don't we do it on the last week of school? That would give us an additional six weeks of prep time and keep us from getting this feeling like we're done when we're not.
Monday, April 12, 2010
A Matter of National Security
One thing you would never guess about working at an elementary school is that once a year it is more like working at the pentagon. I said you wouldn't guess it, but if you work at one you'll know exactly what I am talking about. I am talking about testing week.
People, this is not a test. It is the real thing. We are dealing with highly classified documents.
About a week prior we all have to start securing the facility. Lots of things on your wall can invalidate tests. We even have to take down calendars because the kids could look at the calendar and use it as a number line or something.
We have to move all the desks around so that no kid could possibly see another kid's test. Parent volunteers are not allowed in the building. Even student teachers cannot be present during testing. Younger grades can't use certain doors or playgrounds.
Every morning we have to sign out the tests. We are not allowed to read the test booklets at all, ever, even though we are administering the tests. We have to lock up the tests until we sign them back in.
We also have to actively proctor. This means walking up and down the aisles all day. We literally not allowed to sit down. Last year one of my friends sat down to blow her nose and when she looked up the principal was looking in her window and mime shouting for her to "GET UP NOW" with accompanying angry hand gestures.
People, this is not a test. It is the real thing. We are dealing with highly classified documents.
About a week prior we all have to start securing the facility. Lots of things on your wall can invalidate tests. We even have to take down calendars because the kids could look at the calendar and use it as a number line or something.
We have to move all the desks around so that no kid could possibly see another kid's test. Parent volunteers are not allowed in the building. Even student teachers cannot be present during testing. Younger grades can't use certain doors or playgrounds.
Every morning we have to sign out the tests. We are not allowed to read the test booklets at all, ever, even though we are administering the tests. We have to lock up the tests until we sign them back in.
We also have to actively proctor. This means walking up and down the aisles all day. We literally not allowed to sit down. Last year one of my friends sat down to blow her nose and when she looked up the principal was looking in her window and mime shouting for her to "GET UP NOW" with accompanying angry hand gestures.
Wednesday, April 7, 2010
Three More Days Until T-Day!!!
Okay, I am having WAY too much fun adding music to my blog. In honor of testing week, I have to share this song. I am one hundred percent sure that this song is exactly what some of the students are thinking when they take the BIG DEAL TEST. Note, that most of it is in foreign language. To me, this represents how many students read the test in English.
blah blah blah blah bubble
blah blah blah
1234 bubble
happy clouds and pretty day
bubble
I, of course, have a panic attack when I notice that they are bubbling in this manner. BUT I can't really do anything about it. As a teacher, during this test, you just have to watch.
blah blah blah blah bubble
blah blah blah
1234 bubble
happy clouds and pretty day
bubble
I, of course, have a panic attack when I notice that they are bubbling in this manner. BUT I can't really do anything about it. As a teacher, during this test, you just have to watch.
Wednesday, March 31, 2010
If Only I Thought Before I Opened My Mouth
"Okay," I said loudly in the middle of our big fat test training meeting. I was certainly playing the part of the sulking teenager Principle Sadie always had me pinned as last year. I think sarcasm and anger is never attractive when coupled with youth. Too often, it is just a guise for folly. I do better to be well tempered and keep my mouth shut at the age and stage I am in, but sometimes I surprise myself with a gust of passion that exits my mouth before I think it through.
I was worked up over my ELL student. The "SEI Coach" was addressing the staff about testing procedures for ELLs (don't even get me started on that), but she wasn't giving any straight answers. The packet I had said that 1st and 2nd year language learners were entitled to a direct translation of testing procedures. I wanted my Mandarin speaking student to have this because I know it would help her.
The "SEI Coach" responded to my questions by saying, "Well, you haven't been translating things into Mandarin all year, so she can't have that." It was said half jokingly, but it was really brushing off my request, and the wording in my packet strongly suggested my student would be entitled to this. You better believe that is a case I will make. I just wish I had made it more professionally.
After the meeting, I talked to her. I was pretty mad because I don't think she was telling me the truth, and I made that apparent. That is not the worst of it though. Later I was telling the librarian how irritated I was about her attitude and how I didn't think she was telling me the truth. What I didn't know was that SHE WAS IN THE LIBRARY TOO. So much for my helping my gradelevel team get a softer reputation.
Besides all of that, I really am forgetting that we all in a school are on the same team. We're all advocating for kids from different angles. I have got to work with people. I am right to pursue this and advocate for this kid, but I am definitely wrong to go about it the way I did today.
There is not a lot of support out there for our kids and our schools right now. The last thing we need is to turn against the people in the boat with us. I guess I have an uncomfortable apology to make.
I was worked up over my ELL student. The "SEI Coach" was addressing the staff about testing procedures for ELLs (don't even get me started on that), but she wasn't giving any straight answers. The packet I had said that 1st and 2nd year language learners were entitled to a direct translation of testing procedures. I wanted my Mandarin speaking student to have this because I know it would help her.
The "SEI Coach" responded to my questions by saying, "Well, you haven't been translating things into Mandarin all year, so she can't have that." It was said half jokingly, but it was really brushing off my request, and the wording in my packet strongly suggested my student would be entitled to this. You better believe that is a case I will make. I just wish I had made it more professionally.
After the meeting, I talked to her. I was pretty mad because I don't think she was telling me the truth, and I made that apparent. That is not the worst of it though. Later I was telling the librarian how irritated I was about her attitude and how I didn't think she was telling me the truth. What I didn't know was that SHE WAS IN THE LIBRARY TOO. So much for my helping my gradelevel team get a softer reputation.
Besides all of that, I really am forgetting that we all in a school are on the same team. We're all advocating for kids from different angles. I have got to work with people. I am right to pursue this and advocate for this kid, but I am definitely wrong to go about it the way I did today.
There is not a lot of support out there for our kids and our schools right now. The last thing we need is to turn against the people in the boat with us. I guess I have an uncomfortable apology to make.
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