The children’s book Testing Miss Malarkey makes fun of how adults behave at school during testing time. Whether you like standardized tests or not, they are one way to measure whether children have mastered the academic standards.  It is a snapshot in time that provides parents, teachers, students, and other stakeholders with information about the learning taking place at the school.  As an educator, I know this is only one piece of the puzzle we need to consider.  What I dislike the most about standardized testing is the foolishness that takes place before the test and the increase in concern about issues that should have already been addressed or recommendations that should have been emphasized throughout the year.   Below, I have outlined a few of those areas:

Chronically absent students – It always amazes me how administration and teachers can manage to get chronically absent students to school to complete standardized testing, but can’t seem to make the same effort during other parts of the school year.  It’s sad because these students aren’t likely to pass the test because they are frequently absent.  Unfortunately, it is more important that they take the test so the school can reach the minimum number of students required to complete it, rather than whether the students will do well on it.

Standardized bootcamps – These are the days I feel sorry for my colleagues who teach ‘less important subjects’.  I don’t think these subjects are less important, but actions in schools speak louder than their words.  Many times, students who are behind are given intense intervention during the school day, which is called bootcamps in many schools. They are pulled out of science and social studies classes to attend.  These students may have double reading or double math today.  The most unfortunate students are the ones who have to double up in both.  Many times, only the bubble kids are pulled.  To those unfamiliar with this educational jargon, these are the kids who were close to passing the standardized test the previous year.  Schools invest more time and effort in those kids.  I guess the kids who are the most unfortunate aren’t the ones who have double reading and/or math; it’s the kids who are completely left out of the intervention because they are too far behind.  How effective is this cramming anyway?  Does it have long-term benefits to the students?  I don’t think it does.  Can’t we find a better way to ensure students are learning and retaining information, rather than making them cram just to pass one test?

Sleep and breakfast – Besides the beginning of a new school year, there are typically reminders to get to bed at a decent hour and to eat breakfast around standardized testing time.  I have colleagues who keep a cabinet well stocked for hungry students, and I also know educators who will rip food away from hungry students.  Hunger interferes with learning.  We have to be consistent throughout the year about feeding students, and we also have to be consistent about ensuring students are well-rested.  I can’t tell you how many times I have gone to observe a classroom and have found at least one sleeping student.  When I ask about the student during my debrief with the teacher, I often observe that the teacher will say, “He always falls asleep.”   Then I find out that the teacher has never once spoken to the student or the student’s parents about the situation, yet that same teacher will emphasize being well-rested in a weekly newsletter the week before the ‘big test’.

If we want students to take their education seriously all year long, then we have to show them that we care about education all year long and not just right before the standardized test.