Next spring, the Kansas Department of Education will roll out a pilot version of the Social Studies State Assessment. The test is designed to measure how well classroom instruction is aligned to the one-year old state standards by focusing on document analysis and addressing a specific writing prompt. It will be interesting.
For quite some time, the Kansas state standards – like many across the country – focused on the collection and memorization of content. The test aligned to those standards was 60 multiple choice questions that measured the ability of a kid to memorize data. It’s not hard to figure out what happened next.
We know that tests drive instruction and so what happened over time in Kansas – like many states across the country – was that teachers focused on finding the best way to make sure that students could regurgitate specific content knowledge.
So instead of making sure kids could process information and solve realistic problems, the goal in many schools was to find a way to game the system. We knew which specific content indicators were on the test (and because the questions never changed most of us knew what exactly what would be asked) and so class content became focused just on those things. Teachers drilled and killed on specific indicators without context. Kids memorized data in no particular order.
All in the name of test scores and the exalted Standard of Excellence that indicated the majority of your students were at the “proficient” level. And, of course, most schools eventually achieved the Standard of Excellence. Kids and teachers got good at playing the game.
Except we were all playing the wrong game.
We don’t need kids who are able to memorize 60 specific facts about 30 specific content indicators. We need kids who ask good questions. Analyze evidence. Work with others. Make mistakes. Learn from their mistakes. Solve problems. Communicate solutions.
Which brings me to last weekend. Read more