Like many EOC teachers, I recently realized that March is right around the corner. Unfortunately, the physical science test is one of the first days of the window. Because of our A/B schedule, I really only have 30 class periods left with my students (minus spring break). With a whole unit left to teach and review needed, I am suddenly feeling the pressure. As the leader in my classroom, I take full responsibility for my test scores in the spring and strive to improve dramatically every year. I truly believe that this school year will show the biggest leap in both growth and achievement for my students and my department as a whole.
With that being said, there are still those who do not agree with the use of high-stakes testing for gathering information about student learning. Though I do believe our scholars are overtested, I believe that we DO need high-stakes common assessments in order to make accurate comparisons between students. Though I believe that there are individual differences that need to be accounted for when disaggregating data, the data still provide a rich picture into the goings-on of a school, school district, or state. Other school-wide common assessments can also provide rich information. These assessments can be quick and formative and don't always have to be of a "high-stakes" nature.
On another note, one of my pet peeves is when my students say "Well I'm just not a good test-taker." I understand that this is possible. HOWEVER, in this day in age, that simply cannot be an excuse. Tests are everywhere whether it's the SAT, the MCAT or your bar-tending license test. So students need to find ways to compensate for their poor test-taking skills. Some of my students see the "bad test-taker" excuse as a way to get out of studying for or trying their best on tests, and I just simply won't allow it.
My goal (definitely a lofty goal) is for 100% of my students to reach the Developing level of achievement or beyond on the Milestones. We are now grinding towards our goal!
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