By Judy Smizik
Are all of the tests our children taking at school necessary? Are the results valid and reliable? Should our kindergartners be assessed on reading skills? Our tests today reflect the Common Core State Standards, but are the standards developmentally appropriate? These are questions parents need to ponder when reviewing their children’s test results. They also need to ask themselves if all these tests are necessary. Are they depriving their children of valuable instruction time, as well as other vital educational components such as play, recess and creativity?
As a teacher, parent, and grandparent, my answer to that last question is, “yes.” There is no research that says five-year-olds need to read. Yet, the tests used at the beginning, middle and end of kindergarten require children to do just that. I have had many students reading in kindergarten, but these children were developmentally ready to read. Reading was encouraged, but not forced. Years ago, tests were not required at all in kindergarten. Kindergarten was once a blooming garden where children could play, socialize, create, imagine, explore, and develop skills at an individual pace.
Because of the rigorous standards of today, kindergarten is now a place where students are required to sit for long periods of time, pay attention, and perform tasks that were once considered first grade skills. Kindergarten teachers are forced to administer a plethora of individual and group tests throughout the year. Most teachers, through classroom observation and progress monitoring charts, know their students’ strengths and weaknesses without the need for standardized testing. Have you ever tried to give the DIBLES (a mandated individual test in most states) while monitoring a classroom of 25 other kindergarten students? Did the DIBLES tell you anything more than what you already knew about the students? The answer is, “no!” So why give them?
The overuse of tests has caused many students to give up. Some of our students are late bloomers and need a little more time to develop. Some have learning difficulties. Are all these tests helping them overcome their learning challenges, or are they creating anxiety, stress, and feelings of failure? Overuse of testing begins in kindergarten and continues throughout the student’s schooling. Last week, I was asked to assess a student’s readiness for second grade. When I pulled out my stopwatch, the child responded with a look of trepidation on his face. “Do you have to time me?” he pleaded. “Just this once, “I promised.
When designing this student’s individual education plan, I needed first to help him overcome his fear of making mistakes when reading and let him see he can be successful. All the testing he has experienced has had a detrimental effect on him.
This student is not alone. I have witnessed numerous children cringe when the teachers announced it was time for a test. I have seen others who have just given up and put their heads down on their desks.
What can parents do to help eliminate the overuse of testing? In Pittsburgh and other places, a group of parents and teachers are asking parents to “opt out of the testing.” Parents need to put in writing that they do not want their children taking standardized tests. Because teachers are forced to teach to the test, test results are not reliable. Teaching to the test narrows the content of the curriculum, denying students a comprehensive education. It also makes the results questionable.
Parents need to demand we go back to a developmentally appropriate curriculum, where students are encouraged to take risks, be creative, imagine, problem solve, and think critically. They need to have time to socialize and play when they are in younger grades. Too much testing is depriving them of the experiences they need to become well-rounded individuals. If a student is experiencing academic difficulty, he should be given the gift of time to develop his skills in a stress-free learning environment that accommodates his academic needs. It is not the time to put more unnecessary stress on a student who is already feeling inadequate.
It’s time to eliminate the overuse of tests and focus on the real needs of our children. We need real educators with real practical experience to establish educational policy. The Common Core State Standards need to be revisited, and a new direction in the best interest of all students needs to be taken. Our children are our future.
Judy Smizik is an educator with over 35 years of experience. She is a former President of the Pittsburgh Association of Kindergarten Teacher and a member of Delta Kappa Gamma, an International Educational Society. Presently, she mentors new teachers, provides professional development workshops, and has a private practice.