Category Archives: Assessment

Assessment, Issues

Georgia’s CRCT

20 Comments

When 40% of an individual teacher’s students fail a standardized test, I imagine the teacher would be scrutinized, and rightly so. Whatever I think of standardized tests, 40% of a teacher’s students shouldn’t fail one, or something’s wrong with the teacher’s instruction. If 40% of a school’s students failed a standardized test, the school might be sanctioned depending on other factors — part of making Annual Yearly Progress (AYP) for NCLB means schools must maintain or even improve their pass rates for standardized tests. If schools fail to make AYP, a series of sanctions will follow, from losing funds to faculty “reorganization.” Again, if 40% of students at a school fail a test, there is something wrong with the school’s instruction.

But what if 40% of students in an entire state fail a test that they must pass in order to go to high school?

Unofficial results indicate that 40% of Georgia’s 8th grade students failed the math portion of the Criterion-Referenced Competency Test (CRCT), the main standardized test used in Georgia to meet NCLB requirements regarding testing. Last year, about 19% of students failed the math portion of the test. Students must pass this section of the CRCT in order to proceed to high school. Some are blaming the new math curriculum, while others are saying the test must be poorly constructed. I can’t say, not having seen it. I asked my daughter, who took it, and she says she believed she passed, as she thought students at her school who didn’t were instructed to see the counselor, and she was given no such instruction. She has been an A-student in math all year, so I shouldn’t have cause to worry, but the fact that 40% of students failed the test worries me.

The news regarding social studies was even worse. Less than 30% of 6th and 7th graders passed the social studies portion of the CRCT. Again, results like this for one teacher or one school can be explained, but for a whole state? Especially troubling to me are reports from students that they were asked questions about material they hadn’t learned. How could that happen on a “criterion-referenced” test?

I know the perception exists that Georgia schools are universally backward, but after having graduated from a Georgia school and watching my children in Georgia schools, I have to say that like everywhere else, Georgia has good schools and poor schools. A pertinent quote from the New Georgia Encyclopedia entry on Public Education:

The Scholastic Assessment Test (SAT) is a college entrance exam often used to compare the performance of high school students among states and among school districts within a state. In 2003 Georgia students averaged 984 (combined verbal and math scores) on the SAT, compared with a national average score of 1026. When SAT scores are used to compare states, Georgia usually finishes near the bottom. The College Board, which administers the SAT, cautions against the use of SAT scores for this purpose, because the population of students taking the SAT in each state varies considerably. In some states, most students take a different test, the American College Testing [sic] (ACT). In those states, students who take the SAT generally have strong academic backgrounds and plan to apply to some of the nation’s most selective colleges and scholarship programs. For example, in 2002 there were nearly 54,000 Georgia students who took the SAT. In contrast, only 1,900 Iowa students took the SAT. (As a point of reference, Georgia had more than 72,000 high school graduates in 2002, while Iowa had nearly 34,000 high school graduates.)

My point in bringing this up is that I think it’s unfair to dismiss problems with the CRCT with a blanket generalization like “Georgia’s just got bad schools.”

So what happened, I wonder?

Assessment, Professional Development, Teaching Literature, Teaching Writing

Reflecting on Backward Design

3 Comments

The end of the year is drawing closer, and today I was thinking about backward design.  This year was the first year I implemented backward design planning.  I have been really impressed with how much students have learned.  My 9th grade students in particular really seemed to connect to this type of learning; furthermore, unless I’m a horrible judge, they have seemed more engaged than I can remember any other class being.  Today they started working on the performance assessment for the unit I created for Toni Morrison’s novel The Bluest Eye.  Students were researching and writing about the impact of media and society on how people feel about their bodies.  At the same time as they were analyzing a novel’s theme, they were also writing persuasive essays about body image, using research to support writing, and learning about ways in which literature truly can be a lens through which we examine our society.  In times past, I don’t think I would have designed an assessment nearly as good as this one, and students were clearly interested in what they were learning through their research.  They frequently called me over to read facts and statistics they found.  They wanted me to read what they had written.  One student began her essay with an anecdote that integrated information she learned from a YouTube video I showed the class.  And it was a brilliant introduction.

I know I sound like an evangelist when I talk about UbD, but I can’t help it.  Backward design revolutionized the way I teach.  I feel rejuvenated and invigorated by working with my students.  And I am learning so much, too!  Every day, I just can’t wait to work with students on the units I’ve created.  I truly enjoy planning and creating units now that I have a clear process that helps me focus and think about why I do what I do.  I am really proud of all my students have learned and are learning, and much credit for those learning experiences belongs to UbD.

Assessment, Recommended Reading

Doing School

3 Comments

Doing SchoolDenise Clark Pope explores some interesting ideas in Doing School. Pope shadowed five different students who were chosen by school officials. All were considered high achievers, but the group was diverse. Pope’s goal was to determine how students viewed school. It turns out most of them saw school as a means to an end — work the system (notice I didn’t say work hard) in order to get grades, which will lead to acceptance at a good college and a lucrative career. The aim of school, in the minds of these students, was definitely not to engage in the material or to learn. Their passions, for the most part, lay outside of the standard curriculum. One student was most proud of the community service organization he started. Another was an accomplished actress and scheduled the rest of her classes around drama. A third student was happiest when he could help others.

Because the book only follows five students, it cannot necessarily be considered a scientific study; however, I recognized the students and teachers described in the book. Some of them resorted to cheating. Others made “treaties” with teachers — agreements that allowed the students to do work for other classes in a certain teacher’s class. One girl relied heavily on caffeine — coffee and No Doze comprised much of her diet. The fact that these students look familiar should be alarming because the students are collapsing under the stress of making good grades and violating their own principles in order to make grades they feel are necessary to accomplish their goals. I actually wish, like Pope, that we could figure out a way to eliminate grades, but the fault lies deeper than America’s schools. When the students graduate from high school, they will most likely engage in the same tactics in college and even into their careers. Ultimately, educators have been discussing this problem since Dewey, and not much has changed. I think, in our heart of hearts, that’s because we don’t want it to change. We are just not sure how else to do school, and we’re afraid to try.

I would definitely recommend that teachers read this book. Those teachers in schools where students are struggling to pass classes might read this book wishing their students had these problems; however, struggling students have their own stresses. I think teachers in “high-performing” schools — schools where the majority of students plan to go to college — will find these five students familiar. School isn’t an engaging place, at least not much of the time, for either group of students. If you can’t get away from grades — and I recognize that grades aren’t going anywhere — you can at least do your own part to recognize school from the students’ point of view and try to make your own classroom engaging so that students will view their learning as meaningful and important. And not just because of the grade.

Assessment, Teaching Literature

The Bluest Eye

1 Comment

The Bluest EyeToni Morrison’s first novel The Bluest Eye is frequently challenged due to situations involving rape and incest. When I first read it several years ago, I found it shocking, but I think it teaches us interesting things about how we define beauty in our society, what acceptance and love are, and how we harm not just black women but our entire society with narrow ideas about beauty and acceptance.

My ninth grade students will read The Bluest Eye as the last novel study this year. I think we will have time to do a study of short fiction and poetry in May following this book. I have just created a UbD unit for this novel; feel free to check it out and give me feedback. One thing I have noticed about myself is that when I create these units, I really skimp on the Learning Plan part. I think that might be because my schedule is so different from most other teachers with a rotating block and frequent schedule alterations that it is hard for me to make a day-by-day plan at the beginning, but I do have a chronological outline for approaching the novel. I will begin with the following video:

[kml_flashembed movie="http://www.youtube.com/v/rjy9q8VekmE" width="425" height="350" wmode="transparent" /]

Every time I watch this video, it makes me cry — right at the part when the children are choosing dolls. I once had a student who wrote an essay about what she would be like as she aged, and with each progression in age, she noted that her skin was lighter (she was fairly dark-skinned). Part of her definition of future success involved something she couldn’t do anything about — something she shouldn’t feel like she should have to do anything about. I remember crying over that essay, too. And feeling helpless.

I found an excellent webquest by Cele Bisguier that I will use for my performance task.

Assessment, Issues, Teaching Writing

A Writing Teacher’s Pet Peeves

10 Comments

In my ten years of composition instruction, I have developed a set of pet peeves associated with the body of student writing I have read.  Any of my students reading this should keep in mind that I do not direct this at any particular student — this list is a synthesis of common writing errors that I often find in student papers at every grade level 6-12 and every academic level, including Honors or AP.

  1. Referring to an author by his/her first name only in a literary analysis.  It sounds too much like they’re writing about their old pal Walt instead of the poet Walt Whitman.
  2. Not using proper format.  I require MLA format.  I provide samples.  I correct it. I don’t know how much plainer it gets.
  3. Punctuation of titles.  I admit that I am probably harsher on students than is warranted because punctuation of titles comes so easily to me, but I cannot figure out why students cannot remember that short works go inside quotation marks and longer works are italicized or underlined.
  4. Use of second person in formal composition.
  5. Apostrophes used to designate words as plural.  Why?  Think of the poor overworked little punctuation marks!  Don’t they already have enough to do with possessives and contractions, not to mention quotes within quotes?
  6. Run-ons, comma splices, and fragments.  Subject+verb+complete thought=sentence.  Commas cannot join independent clauses.  Independent clauses cannot simply be mashed together either.  Let me introduce you to the semicolon.  He is your friend.
  7. Strange format decisions.  It is my experience that many young writers do not feel comfortable turning in work unless their own title is somehow different from the essay — a different font, font size, bold font, etc.  Why can’t it just be plain size-12 Times New Roman?
  8. And while we’re discussing titles, how about this attention grabber: “Essay”; or if that doesn’t grab you, how about “Scarlet Letter Essay.”  The title of the novel, of course either in quotation marks or not punctuated at all.
  9. Not reading feedback.  I spend anywhere between 15-30 minutes reading every paper.  Students flip to the grade and ask why they earned that particular grade before reading the half-page to full-page of written or typed comments I attached to the piece.  When this happens, a part of me dies inside.  And I think God kills a kitten, too.
  10. Commonly confused words and nonstandard usage: “loose” for “lose,” “then” for “than”; the whole to/two/too and there/their/they’re.  “Alright.”  “Alot.”  “Can not.”  “Irregardless.”

Professional writers are not exempt.  I had to quit reading the work of a popular writer whose plots I enjoy because I couldn’t stand the fact that she, and apparently her editor, can’t identify a comma splice.

Please don’t think I take a red pen to comments and correspondence.  I don’t think twice about it.  Formal writing, especially published writing, has to meet a different standard.

Assessment, Professional Development, Wikis

UbD Wiki: Summaries

3 Comments

Miguel Guhlin has joined the UbD Educators wiki and wants your help.  He is posting UbD chapter summaries and wants input from other wiki members.

I want to ask wiki members a question: Miguel suggested that we unlock those summary pages to allow nonmembers to participate.  What do you think?  My idea was that allowing editing by wiki members only would prevent vandalism, but it also closes participation — I have not denied membership to anyone, nor do I plan to (unless they join then vandalize the wiki, which seems unlikely), so perhaps the point is moot.

Check out the summaries and add your thoughts.  I’m really excited about Miguel’s work and plan to begin adding my own ideas this weekend.

Assessment, Recommended Reading, Teaching Literature

Hamlet and Romeo and Juliet

1 Comment

I just finished writing UbD units for Hamlet and Romeo and Juliet at the UbD Educators wiki.  As I finished writing the unit for Hamlet and saved the page, I lost half the work I had done, and I am still not sure how it happened, so I had to re-do it.  Word to the wise — when working with anything you’re doing online, save and save often.  When, oh when will I learn to do that?

Shakespeare Set Free: Teaching Hamlet and Henry IV, Part 1In order to successfully steal the Hamlet unit, you’ll need to purchase a copy of Shakespeare Set Free: Teaching Hamlet and Henry IV, Part 1.  I have the edition published in 1994, and I haven’t seen the latest edition, so if you know the difference between the two editions and would care to share in the comments for interested parties, I would appreciate it.  I think the Shakespeare Set Free series is a great resource for educators, but I don’t do all of the performance activities.

While we’re discussing good resources for teaching Shakespeare, don’t forget the Folger Shakespeare Library’s website, which has a large repository of lesson plans contributed by teachers.  If you can get them for your classroom, the Folger Shakespeare editions of the plays have pretty good explanatory notes and glossaries, too.  A Way to Teach has a great selection of Macbeth lesson plans and Tempest lesson plans.

If you are looking for Shakespeare video, you might check out Shakespeare and More over at YouTube.  They have a large selection of Shakespearean video.   Speaking of video, if you were looking at older posts about teaching Romeo and Juliet, you will have noticed the videos don’t work.  I’m sorry about that.  I’ll need to go back and revise the posts so that the video isn’t necessary, as the videos are no longer available at YouTube.

Assessment, Issues, Professional Development, Web 2.0, Wikis

Happy New Year

3 Comments

This year, I had the opportunity to teach British literature for the first time — the course that made me want to teach English — and I had a wonderful time.  I will be handing the course over to a colleague, and I hope she will enjoy it, too.

I also had the opportunity to go on a trip with the juniors last January.

My students collaborated with the Reflective Teacher’s class on a Holocaust project and with students at Neveh Channah Torah High School for Girls on a Israel/Judaism project.

I had the opportunity to meet up with other edubloggers at EduBloggerCon.

I was delighted to be invited to blog with Grant Wiggins.  My teaching practices were transformed by his book with writing partner Jay McTighe, Understanding by Design, and I consider it one of my greatest accomplishments this year that the UbD Educators wiki was established, even if it became somewhat quiet.  I hope it will catch on, and I still occasionally receive requests to join it.

In the coming year, it is my hope that my proposal for a course centered around Joseph Campbell’s The Hero With a Thousand Faces will be accepted and that I will be teaching British literature again.  I would also love the opportunity to participate in more Flat Classroom projects with other schools and teachers — interested parties feel free to contact me.  I am looking forward to reading The World is Flat by Thomas Friedman as part of an online PLU course I am taking beginning next week.

Assessment, Blogging, Issues, Professional Development, Recommended Reading, Web 2.0, Wikis

The Faculty Room

Meg Fitzpatrick, editor of of the UbD e-journal Big Ideas, invited me to contribute to both the e-journal and a new blog they are announcing today: The Faculty Room. Please come on over and join in our conversations (my first post on the blog should appear some time tomorrow). You will find other “familiar faces” over there. Also, now seems as good a time as any to remind you that the UbD Educators wiki is a good resource for you to post, share, “borrow,” and obtain or leave feedback on UbD lesson plans.

Assessment, Issues

Tests: Authentic Assessment?

6 Comments

Should we revisit testing as a means of assessment?

No doubt, students will need to be prepared for college (or, if you teach middle school high school; if you teach elementary school, middle school), and most colleges still using testing as a primary means of assessing students.  After all, when you have a lecture class with 300 students, it is not feasible to use alternative methods of assessment.  Perhaps the biggest argument in favor of keeping tests is to prepare students for the college environment.

I looked over my unit plans, lessons, and assessments this semester, and I realized something interesting.  I have given very few tests.  Most of the tests I have given have been summer reading assessments.  I have relied primarily on the following means of assessment: quizzes, essays, and “authentic assessments.”

My quizzes are typically five-question, short answer quizzes over reading assignments so I can be sure students are doing the reading I have asked them to do.  Students typically do either well or poorly on them based on how well they have read.

Essays are a staple of the English curriculum, but perhaps even more so at my school, with its competitive college preparatory environment and focus on developing writing skills.  My goal has been to assign at least four essays for each class this semester.  I have mostly realized this goal, largely through better planning using UbD to construct units.  I also allowed most of my classes to choose an essay they wrote this semester to revise for a higher grade, as I believe revision and reflection help students see writing as a process.

My “authentic assessments” have come straight from UbD and include crafting a résumé for Beowulf, writing our own Odyssey in order to demonstrate understanding of Homer’s, writing a letter to Arkansas Representative Steve Harrelson regarding his state’s apostrophe dilemma, and creating a comma usage manual for Rogers Communications (that $2 million comma error had to hurt!).

As I indicated in a previous post, I simply ran out of time this semester in order to truly do what I wanted to do with each unit.  I do have fewer minutes per week with my students than I would like — I average 45 minutes per day with each class, which is substantially less than other schools where I’ve worked.  However, what I have learned about the authentic assessments is that they were not only much closer to the kinds of tasks students will be asked to do when they begin their careers than tests.  How many tests have I taken as part of my job?  I can’t think of any.  I did have to take a test to get my certificate.  I had to take another to exempt from a computer skills course required in my state.  No principal has ever asked me to take a test for any reason.  If you take a look at the kinds of tasks I asked students to do to prove to me they internalized the essential questions we were exploring as part of our units this semester, I think you might discover that the tasks were more engaging than the standard test.  The tasks also asked students to think, internalize, apply, analyze, and synthesize information and present it in a unique fashion.  In short, I think they were taxed to think critically on a much higher level in Bloom’s Taxonomy than a standard test would require.

Are tests going anywhere?  I doubt it.  And I do believe that students should know how to take a test and how to study in order to do well in college, but I also think it behooves us as educators to offer them opportunities to demonstrate their learning with authentic assessments that enable students to truly show us what they know and practice working on the kinds of tasks they will be asked to do as part of their careers one day.  At any rate, it’s something to think about.  Though I have had fewer tests in my class this semester, I don’t think my students have learned less or been less challenged.  If anything, they have been more challenged (particularly with regards to writing).  However, I do still plan to give them a final examination.  Still, I think it would be an interesting challenge for all of us to examine what we are accomplishing through tests and ask ourselves if we are really preparing students for life beyond school.