I’m not much a fan of state tests. I write about them quite a bit. More often than is appreciated, that’s for sure. And last night I was visited by bad dreams and worries about today’s reading test. Last week the students took the Language Test (read: grammar, vocabulary, and literary device test) and the results were surprisingly awful. Bad in the way that it might just have ruined the remainder of my year. Bad in the way that I felt I have not taught the students anything.
But today, during the Reading Test (comprehension, evaluation, structure, analysis) I noticed something — no one was failing. No one was doing poorly. Everyone was doing well.
As a matter of fact, of the students I tested today only two underperformed.
Let me make this a little clearer. During the Language test I watched as several students, per class, underperformed. I watched them make mistakes. I watched them hurry through the test, and their answers and scores showed that they do not fully comprehend the subjects we’ve covered in class. That was a difficult day and I went home to the drink questioning what it is I’ve done to mar the educational environment insofar as to make several students show a loss in understanding (from prior tests).
And today I realized that I must have focused solely on reading strategies and similar ilk because those kids rocked the Reading Test. They rocked it hard. As I said before, of the classes I proctored, only two students underperformed, and their scores were just below the proficiency mark. (Both those students scored better on today’s test than they did on the prior test.)
In the other proctor’s class, only five students underperformed.
And of all the classes I teach one is comprised completely of lower-performing students, and whether this is by design or by some larger plan, I have no idea. It is my understanding that all the classes I teach are directed toward same-level education for equally performing students. But I do not choose which students are enrolled in a specific period.
Two weeks ago I drank myself into a stupor. Today I’m doing the same.
But today I’m proud. Today those kids showed me they learned, they understood, they knew what they were asked. They performed (albeit in a way I wouldn’t personally choose for them to show their knowledge), and they showed me exactly what they’ve taken from my class.
While it’s too late, I’m happy I have the chance to look back over my teaching to see what it is I’ve spaced. I’m happy to figure out what I’ve not taught (or, at least, what I’ve not taught thoroughly), and I’m happy to be home happy with the fact that I’m not a completely worthless teacher.
I couldn’t be prouder of my students that I am today. They’ve proven me they’re not just showing up for class.
Full Disclosure: While these students underperformed on the Language Test, their scores are in line with the prior year’s students. While they “failed,” overall, they did so at a similar rate as their predecessors. I’d like to think it’s a reminder that each year we’re given a new batch of kids, and that we can’t truly believe that each year will prove better, stronger, or technically “smarter” students. I could be wrong.
Anyway, here’s to improvement.
*clink*
Filed under: Expectations, State Test
How do you already know how they did on the tests?
Are you just speaking to watching some students race through the previous test and then spend more time working through this one? Or do you know how they did on the different parts of the test?
I am with you on the reality that each year is a new group of students with similar struggles. I cannot conceive of how we are supposed to help so many more students each year to reach a level of proficiency on the tests.
Have another beer for me.
We get immediate feedback — overall score.
I did compare the time they spent on this test with the prior test, but also compared those scores. As for their scores on specific aspects of the tests I’m not certain; the labels above are to outline each test’s major goals.
As for your question: “How [are we] supposed to help so many more students each year…reach a level of proficiency?” I don’t have an answer. It’s difficult to believe that next year’s kids will do better than this year’s class, considering they’re different people; add to that a larger group and you’re simply in for more worry.
I teach more classes this year than last, and each class is loaded with more students than any class I’ve had before. It’s certain that next year my classes will be larger than they are now, and I still won’t have a prep period. So now I have the opportunity to sit down and prepare for next year’s failure.
No prep period? Really? How in the world do you do that? I’d lose my mind.
And in the end, isn’t that more important? Understanding what you read, knowing how to evaluate it? Knowing grammar and having a large vocabulary are great, for sure, but what is all that without comprehension?
Congratulations!
Isn’t interesting that we evaluate ourselves on how well our students did when in all actuality we have little control over their testing. “You can lead a horse to water, etc.”
I must admit that I felt great when I saw my students writing scores. I presented much the same as I had last year and yet this year’s students actually got it.
On the other hand my low level students did not do well on their reading test-course the fact that they did it in one third the normal time might have had something to do with it.
When they re-take the test they are going to take it during the morning and not last period of the day. I know they have improved but I want the test to show it.
I like getting A’s.
Good for you. And that is good beer you had on the post.
Notice the size, too.
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