At EdSurge, teacher Sachin Panda considers the question of how to measure student achievement.
My school is a successful one, and looking at our annual school report card should be a source of pride for the teachers. The report card is based primarily on our state test scores in math and reading, and various calculations are made from our students’ performance on it. But when we shared the most recent report card that showed our school once again exceeded expectations, the results were met with shrugs and muted applause. It isn’t that they aren’t proud of what our students can do; they just recognize the narrowness of the data and how indirectly it connects to what is happening in their Montessori classrooms.
When I pointed out that our report card showed math achievement was an area for improvement, the response was, “Are you saying we should teach to the test?” They know that we could game the system by focusing on test prep and the specific questions their students might encounter. Because we follow a Montessori curriculum with three grade levels in our classrooms, our sequence doesn’t always align with grade-level standards, which can show up on tests, with students scoring poorly on topics they haven’t been introduced to yet. We could align our curriculum with the test and focus our teaching on what the test assesses, but doing so goes against our philosophy of allowing students to make choices about their learning at their own pace.
With this tension in mind, I wonder if data distorts the focus of education? Our current focus on reading and math scores, based on standardized testing, is part of what we want our schools to do. But teachers know that students are capable of achieving much more than our report cards show. Is there some golden indicator that we just haven’t found yet — a measurement like happiness or flourishing — that would be more meaningful? And of course, if we find it, won’t it also become distorted?
There is also a heavy focus in our district on using data to determine which students qualify for additional support through differentiation, interventions and individualized instruction. Administration requires us to hold monthly meetings to review student data and determine who is progressing and who might need more support. On one level, this seems like a great practice for identifying who needs help, but in reality, the system’s capacity to act on that information is overstretched, leading to distortion and ultimately to burnout.