Testing - online by ‘09

Our great state of Minnesota is exploring putting all state tests online. (Online by ‘09 -rah, rah, rah!) The debate is beginning among educators whether this is a particularly good thing for student workstation time, bandwidth, training, etc. to be used for considerable periods of time during the school to accomplish this goal. It’s a terrific “allocation of scarce resource” question, and perhaps not as simple as it seems on first blush.

Our district is just starting online testing this year using NWEA’s MAPS tests. I am sold on this use of technology for testing for two reasons:

1. Since the tests are online, they can adjust to the student taking the test. As students get questions correct, the questions get more difficult. As students miss questions, the questions get easier. This allows us to see not just how the middle range of students are doing, but the very high and low performing kids as well. A “RIT” score is generated which can then be used to actually measure growth during a time period, say from fall testing to spring testing - not just look at how a student scores against a national norm. (The leveling also decreases frustration and boredom for our best and struggling kids.)

2. The scores of individual students are available immediately. This means a classroom teacher can (theoretically) use them to group students and provide differentiated instruction during the school year.

In other words, the technology is being used for genuine educational purposes, not just because of cost, convenience, or coolness.

I don’t know if the tests being proposed by our state take advantage of the technology. Will they simply be a standard, non-adjusting, norm or criterion referenced tests? Will the scores be immediately useful to teachers? If not, I’d lobby for paper and pencil tests and better use of technology for instructional purposes, such a project-based learning.

We are already learning that providing all students (at least grades 2-10) access to a relatively high-powered computer with good bandwidth for 140 minutes of over a two-week testing window will be a challenge for some buildings in our district. Using wireless labs is not recommended by NWEA. Even if the state gives us money for additional workstations and more Internet connectivity (I am not holding my breath), we don’t have the physical space (for labs) and electrical grid to support more test-taking areas at present. Hmmm, building classrooms now for the sake of online test-taking? I don’t think so.

A number of folks have raised concerns over the seeming shift of emphasis in technology use in districts from creating learning opportunities to running administrative applications. Funding right now seems to be making this an “either/or” situation. I see the indirect benefits to kids of a well-administered district; but my heart is with the direct benefits I see to kids when they become engaged in learning because it’s their fingers on the keyboard.

Experiences with online testing? Can we have both efficient administration and exciting learning opportunities?
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2 Comments »

Our system has done two “online” tests, both are in the implementation stage. U.S. History EOY has been the last two year, Biology EOY began last year. We have no data back yet, mostly because they want the test to run three years before they really begin reporting the data. In the case of the history test, after the MC part, they write out answers to 4 essay questions. The US history teachers feel it would be more effective writing them in class rather than the lab.

In both cases it is a BIG problem. The library had to partially shut down for two weeks during the practice test and the read test. In a lab setup it was/is hard to provide the kind of test taking practices, ie not looking at another person’s test. We had network glitches all over.

The History teachers all feel that it would be more effective done in the classroom.

Comment by Deborah Stafford — September 8, 2005 @ 4:34 am

The NWEA tests have about a 3 week time window for both fall and spring. In our K-3 school, we have five 3 third grade classes. Each test is about an hour for the students taking the tests and a half-hour setup time. 1.5 hours times 5 classes times 2 tests (reading and math) times 2 times a year (fall and spring) = 30 hours of lost lab use time by all other students, and 4 hours of lost instructional time per student taking the tests. With limited resources, this is tough.

Can we demonstrate that student achievement has increased with the taking of these tests? How are teachers using the data collected? I can’t say I have an answer for either. The rush to these tests has somewhat left these 2 questions unanswered, and our district is rushing to catch up and answer them. Hmmmm.

Comment by John Dyer — October 6, 2005 @ 10:48 pm

Gardens and collaboration

Grandson Paul in Grandma Annie’s garden.

My lovely wife Anne (aka the Luckiest Woman in the World) is a very skillful and ambitious gardener. It’s a genuine passion for her and our yard shows it with a large sun garden exploding with color in the front of the house and a shady terra-formed slope to the lake with hundreds of hostas in the back. Day lilies are scattered about in bright profusion.

Other than hauling an oversized rock or bag of peat moss now and grudgingly again, I contribute nothing to these stunning displays. The gardens are a display of an individual talent - even genius. Anything I might suggest would, I am sure, detract rather than add to her work. (My “yard art” purchases are very tactfully hidden among the blooms.)

I’ve been thinking a good deal about “collaboration” lately. It’s one of the real sacred cows of the profession. But I’ve been doing more thinking about how collaboration, in some circumstances, may work against goal attainment and job security.

There are definitely some downsides to working with others:
- It takes more time to reach decisions and get work accomplished.
- It takes time to find the time to work together.
- Not everyone likes working with others.
- Defining specific responsibilities is too often neglected.
- Team players may get undeserved credit or blame for an outcome.
- Some people are just a real pain in the kiester.
- Genius and imagination may be dimmed through group timidity.
- Collaboration itself becomes the goal, rather than the means to achieve it.

Here is my question - how do we know when collaboration is the right tool to use? Are there tasks for which we should have sole responsibility? Do librarians and techies who collaborate have more or less job security?

Let me know your thoughts while I go and admire the gardens.
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4 Comments »
I believe those who collaborate are in a better position when jobs are being cut. Teachers see the value of the librarian; principals see the value, and everyone who has a vote, will keep those who are a part of the school curriculum. Also, those who are visible in the halls, in the classrooms, at workshops are the ones who are thought to have an impact on student learning.

Comment by Pamela Thomspn — August 10, 2005 @ 10:37 am

I have even more questions. We are going to block scheduling. I am thinking of teaming with a teacher who will teach an advanced social studies class (college credit)We would divide the students so I would be working with one group on research while he was doing other activities with the remaining students.

I have also done reading circles, which lasted for a month. Another teacher asked me to listen to some students read for a period of time.

I guess I am getting lost as to how I should collaborate to support literacy and media, and when I am getting into gray areas that I should avoid. Any ideas?

Comment by Marcia Jensen — August 10, 2005 @ 12:51 pm

Marcia, my question is how aware of your efforts and how they contribute to the goals of your school is your principal. I’d hate to see your hard work go unnoticed. We aren’t in this for the glory, but we should make efforts to let others know that we do make a difference in programs and activities that we may not “own.”

Comment by Doug — August 10, 2005 @ 3:10 pm

I have a new principal this year. I plan to let her know as much as possible about the library/librian activities so that we can get the budget and support we need.

My main worry now is that I am getting into scheduled stuff that is more than what I should be doing, thus getting myself into situations that preclude my availability/flexibility or that are totally in the realm of a different possible collaborator.

Comment by Marcia Jensen — August 22, 2005 @ 1:45 pm