Week 3 - Thoughts pertaining to Routman Chp 15

In chapter 15 of the “Conversations” book by Regie Routman, the subject of assessment was discussed. During the discourse by Routman various types of assessment were discussed such as authentic, portfolio, and self-assessment to name a few. Additionally, Routman discussed connecting core curriculum standard with assessments as well as the benefits of standardized assessment. While reading this chapter I had some of my own thoughts specifically concerning standardized assessment.

In most of the books I have read concerning standardized assessment, the views appeared to be skewed to either side of the debate with a lack of compromise for a middle ground. Routman appears to be a proponent of standardized testing and offers an interesting insight on the subject. On p. 589, Routman mentions a standardized test can improve instruction and learning depending on how it is constructed. While a comment such as the latter is not a revelation by far, Routman cited a very interesting example to support his claim. Routman mentioned that the state proficiency test in Science given by the state of Ohio is designed to test concepts rather than facts. As a result, instruction is concept driven and allows teachers to teach the subject matter based on the premise of understanding rather than retention.

Regardless of whether or not you agree with standardized testing it is involved in every facet of our society. The ability to perform on standardized testing is becoming increasingly important because schools and the employment market are moving intensely towards more means of standardization as opposed to moving away from it. The following is just a few examples from a previous article I read by Nakonia Hayes (2000) “Like It or Not, We are a Test Driven Society” to further emphasize the move towards standardization:
- In Tacoma, WA public schools plan to place a special seal on the diplomas of students who pass various assessment tests. Additionally, those with the aforementioned special seals coupled with copies of transcripts could give certain students entering the job market a competitive advantage.
- Although this was not mentioned by the article, the implementation of the No-Child Left Behind Act. Specifically, the fiscal consequences for schools districts that do not perform well on state administered testing.
- Washington’s Board of Education plans to require the passage of their state assessment test for high school graduation.

The aforementioned examples will eventually serve to ostracize those that do not have the test taking skills necessary to compete with those that do. It is not my contention to advocate a move towards more standardization in assessment but to merely acknowledge the consequences that will be evident as a result. Ultimately, if students do not improve their test taking abilities then it will be difficult for them to gain entry into post-secondary education, participate as active members in the employment market, and consequently pursue their dreams.