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By Pilar Quezzaire
As a vehement opponent of standardized testing, I have always been leery about the purpose of MCAS. More generally, I question so-called “high stakes testing,” or assessments that determine a student’s right to either graduate from high school or enter college.
Testing of this kind is used in many countries around the world, and while it provides some ease for educators and generalized standards for school systems to follow, it tends not to produce innovative or creative thinkers, a quality that I think sets the best-educated Americans apart from many other nations. Read more »
By Gabriel Schneider
The state’s MCAS testing methods have been widely questioned regarding their purpose in the school curriculum. Many students and teachers feel that the tests, which are required for graduation, are an impediment to the learning system.
Yet at the root of the MCAS test, are visions with much different intensions than those of the current assessment.
Today, teachers fear they are building a curriculum around the MCAS, as opposed to one based on their own teaching styles and criteria. Read more »
By Sarah Pincus
Redbud Elementary School in Louisiana does not have a library, playground, hot water, or any art classes. Its school district, however, spent $85,000 on software to prepare for high-stakes standardized testing. Struggling schools are essentially becoming test-prep centers.
When teachers just drill for the tests, the students don’t truly understand the concepts involved or learn how to solve problems on their own. As two teachers said, “the use of high-stakes testing is changing what goes on in classrooms to the detriment of the arts, problem solving, creativity, and the joy associated with learning and discovering.”
These tests also widen the very socioeconomic achievement gaps that they are supposed to close. If tests are given to all students in a state and they are expected to receive equal scores, schools should receive equal funds.
By Helen Tian
Principal Brian Salzer called Newton South senior Chris May into his office a few weeks ago to deliver the exciting news: Chris, after four years at South, passed the MCAS.
Chris, a student with down syndrome, participates in the Inclusion Program at South. The program allows students with special needs to learn in the same classroom as other students. Although learning at the same pace as his peers is difficult, Chris finds the experience rewarding, having made the Honor Roll every term.
His greatest challenge is finishing his homework after track practice, a common difficulty that many of those on the team experience.
By Idun Klakegg
Despite mixed feelings among students and faculty toward MCAS, passing the test is a state-wide requirement to graduate high school and access certain scholarships.
According to South English department head, Fran Moyer, the MCAS is a necessary requirement to graduate as it is “a way to encourage students to take the test seriously, and to make sure [the] students receive training in basic reading and writing skills.”
She adds that the MCAS measures only “one part of a student’s abilities” and that there are other extremely important skills that are important in the 21st century, like “artistic, creative, technical, critical thinking, [and] interpersonal” skills.
English teacher Jeremiah Hill, also believes the MCAS graduation requirement is a valuable motivational tool, but adds that because of the graduation requirement, the MCAS “acquires a stature it does not deserve.” Read more »
