In reading chapter four of the book one part I found particularly helpful was the section on standardized tests. At our school and most critical needs schools the MCT2, or statewide standardized test is typically the focus of the school year. Almost all of our efforts as educators must be centered on increasing student achievement on those assessments given in May.
Last week our school issued report cards to students. Along with report cards the parents were given their child’s score report for the MCT2 they took last year. Parents were puzzled when they saw the score reports and the comments covered a range of areas. One type of parent said ‘I don’t believe my son has a D in your class when he scored proficient in math last spring’. Another typical parent response was ‘My student received an A in your class but is currently at minimal on the MCT2 test….are you fixing my child’s grades???’ Those were the two basic responses from parents when I gave out score reports.
This particular section of the book provided many excellent tips for parents that want to know how exactly how their student is doing in regards to statewide standardized tests. A few of the tips are listed below for when addressing parents concerns for those tests:
- · Put parents at ease
- · Before presenting information find out what information they’ve already received from other teachers, counselors or administrators.
- · If assessment information is inadequate or contradictory, be willing to admit the weaknesses of evaluation based on these data.
- · When explaining percentile scores, make it clear that they are not to be confused with percentages of questions answered correctly.
Overall I found these tips extremely helpful and will certainly go back to this section of the book next time around. It is surprising how many parents of students are incredibly interested in how they do on the state test. I am originally from Pennsylvania and the state test wasn’t a huge deal because everyone typically passed it so maybe down in the delta since schools live and die by test scores parents have known nothing else. Until next time…
Hello Mr. Doar. It's report card day, so I'm writing this as I field parents and their bewildered questions about their students grades. I am going through many experiences similar to those which you write about. Still, as jarring as a discrepancy between standardized and local grades can be, it can also useful as a sort of "second opinion," to expose where a test, teacher, or student is weak. Tests, especially those in a standardized environment, seem to really daunt the kids, but the very same kids will perform tremendously on my own (hard) assessments. Confidence is so crucial. I'm nearly convinced
ReplyDeletethat students learn better when they are not tested and even when they are not graded, but in the meantime, in between time, I'm taking the advice you're giving, young man.
I could not agree more. If you do not breakdown to the parents exactly how the scoring system work, most will think it was something you did to alter their child's grade. The students may be passing the class but may not be able to pass the state test. The simple fact is, a lot of students and people in general just do not like taking test. I think you were right on point when you stated to put your parents at ease. In some cases, the only thing that will put a parent at ease is for them to know their child is passing and you are doing everything in your power to make sure that kid is current and up to date with all his or her assignments.
ReplyDeleteBill, Doug, and Fess: I probably would have had a parent-teacher conference experience similar to yours, except that many of my students scored basic or minimal on the MCT2 last year, so the discrepancy between expectations and reality wasn't quite so huge. The relationship between that test and the classroom grades we assign puzzles me, actually - can't the students get basic or proficient on the state tests while only getting about 1/2 or 2/3 of the questions right? So if we're trying to model our instruction and assessment on those state tests, why don't we make 50% a C and 66% a B? (Please note the use of sarcasm in this comment, which I can't easily communicate in writing.)
ReplyDeleteOh man, putting parents at ease. The shortest and probably most difficult of those tips. When parents come in already convinced that you are in the wrong and that their incompetent, lying little imp is right, you are immediately fighting an uphill battle in that regard. Fortunately for you, Bill, I believe that you have a very put-you-at-ease type of personality. So just be yourself and show them the structure you set up for grading and I'm sure putting parents at ease will be of secondary if not tertiary concern
ReplyDeleteMr. Doar- Like you, I attended a public school but the state test was never really something people worried over. It has been a weird transition to come to a place where there is such an incredible emphasis on it. It seems the families live and die by these state tests, which unfortunately seems to divert the point of school in general. I really liked your thoughts and wisdom gained from the chapter though. Correspondence with the parents is important, and what kind of correspondence could really make the difference in the interaction. Thanks for the thoughtful insight.
ReplyDeleteOddly enough, being immersed in this culture, I find that I also "live and die by these state tests," as BCW put it. In my school, however, I have not yet had a parent question me or my testing. There's something about the English II test that intimidates even the people who do not have to take it, and my students also have not been assessed by the State in English since seventh grade. When parents comment to me that their son or daughter has always been an A student, and they can't figure out how they have a D in my class, I can point to the English II test as a reason for why my assessments are so difficult to pass. No parent has yet decided to challenge me.
ReplyDeleteIn eleventh grade I remember practicing some State-test questions in English, but I got 98% correct on the multiple-choice section, and a perfect score on the writing section—and I was not even the top student in the class. Passing was never a question. Whether I would ace the multiple-choice was the real question. This has been a strange shift.
Ha this whole scenario is ridiculous! The very fact that a parent would DARE approach a teacher and blame them for their students poor test scores? I mean come on! First of all, if you are going to blame a teacher, be prepared to blame every teacher that child has ever had. They all contributed to the students ultimate success or failure. Then blame the school for all its unnecessary holding and its inability to keep the troublemakers out of class. And oh wait, LETS NOT FORGET THE PARENTS THEMSELVES. They should be reenforcing what their children learn in school at home. So help the parent that decides to come to me and blame me for THEIR child's failing grade.
ReplyDeleteWow Bill! I can only imagine how awkward those parent interactions were when asked about their child’s grades. It’s INSANE how “important” the state test is down here. I’m from Memphis, and like many of you, the state test wasn’t a huge deal. We were pushed to learn all we could, do our best in class, and the results “needed” on the state test would be accomplished.
ReplyDeleteLastly, I second EVERYTHING Laura said. Being blamed for the children’s, administrator’s, and parent’s failure is getting O-L-D.