Kate Finn wrote:
As I read chapter four I could not stop thinking this is how a teacher feels. So much of the time we teachers are judge by how our class scores look compared to other classes. What others need to realize is that not all classes are equal and though the scores may not be high in comparison I as the educator have contributed a lot to these students’ education. Not only that, but these students have also contributed to their own education. We are the ones who are with the students every day all day. I have had students come into my classroom and not be able to tell the difference between the letter “d” and the letter “b” or know any other sounds for vowels other than short vowel sounds. By the end of the year, after the student and I have worked so hard together, they are reading on grade level and have shown leaps and bounds of improvements. Where is the ‘test’ that shows those results?
Carolyn Chew wrote:
The measurement of a student should never be based on standardized test. I’m for the development of PLE’s. I have had students that have improved tremendously from where they started, but not enough to make a descent score on a standardized test.
As an educator I see too much emphasis on the test and how a school is ranked, even among teachers from other schools, they look at us as if we are the cause of the failure our school is experiencing, they proudly tell us where they teach and the rank of their school on the state test! I wonder how they would like to work in a place where most students entered school already 3 or 4 grades behind and they had to raise their test scores or lose their jobs?
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