A reader shares her experience grading tests.
I am not a teacher, but I admire them. I attended public schools in CA in the 1950s. Our class size was around the 20’s. We were integrated. We did fine. I am absolutely opposed to standardized tests. I used to grade the old TX TAAS tests. I heard the comments about “Ghetto children.” I’ve worked for 2 testing companies and they cheat like Lance Armstrong. No randomized sample selection, they falsify data, they increase one portion of the data (minority data) without increasing the whole sample size. And, no one monitors them. They are accountable to no one. No one checks their data or their test results. These are the tests you are teaching to. These are the tests they are closing schools for. These are the tests they are eliminating Arts programs for. (pls. pardon my hanging preps)
Diane Ravitch's blog 
Horrifying
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It’s down-right embarrassing that America has resorted to cheating to try to compete with others nations. We all saw what happened with the Atlanta public schools – erasures on standardized test. Read, “Yes, We Are STUPID in America!” and see what else is going on that hinders student achievement.
Try not to pin it on America in general. The COUNTRY as a whole is not at fault here. The individuals are cheating, they have free will.
Unless they are behaving under pressure from educrats, like the manufacturers under Stalin, inflating their numbers to avoid death or the gulag. The fog of Dewey is thick in the eduspheres and all involved would benifit from some historical fact and perspective. Do you hear what you are even saying Vicki?
You are pushing propaganda, America left behind, must compete global, yadda yadda construct, manufactured crisis, not supported
by fact. WE are not all stupid, stop colluctive blame. Your obviousness is embaressing, not the country of America and all its citizens. Nice try. These poor teachers are being forced into this crazy zealous testing
quagmire to keep their jobs. Try talking to a few, before your next blame America comment.
Another ” stupid ” slander of Americans to deflect blame away from educrat elitist dominion.
History repeats itself.
Dangling preposition of not, we need to pay attention.
“of” = “or,” of course. Apologies.
Wow! If that is so, why didn’t anyone reported it at that time?
Now, testing and all education related recommendations are high-stakes. Every test is equivalent to having your Fico score go up or down and all of your future actions are impacted by that new score. Not hard to believe that cheating has and always will go on. Especially, since all of life depends on it. Almost! It is so sad to think that our kids have no time to developmentally grow, benefit from assistance if needed, make progress later, even blossom in high school, make any mistakes…Such pressure and useless shaming. The curriculum in this country has been shoved into the lower grades at such a rate, that only perfectly stimulated bright munchkins are right on time. But, not for long, because the Big$ corporate/legislative types will move the bar. As a society, we are already paying a very high prize for all this nonsense. Our prisons are full, shootings every day, crime sky-high, children in poverty, costly elder care, etc… Having corp types governing education and running off wonderful caring teachers who protect our kids, is unthinkable. Frightening!
Drop indoctrination
Demand classical education
Marx
Einstein
Edison
All had classical education.
In that vein, here is an article about the value of a Classical education. It comes from a very right wing source, which will make some readers here cringe, but I like most of what it says:
http://takimag.com/article/greek_to_us_the_death_of_classical_education_and_its_consequences#axzz1kti2Uqth
TF,
Please give specific examples of what you consider to be indoctrination in our schools.
Thanks,
Duane
Everyone should read:
Making the Grades: My Misadventures in the Standardized Testing Industry by Todd Farley
The No Child Left Behind Act uses the phrase scientifically-based research more than 100 times when discussing standardized testing, but Making the Grades raises serious questions about the validity of many large-scale assessments simply by describing one man’s career in the industry. This first-hand account of life in the testing business is alternately edifying and hilarious.
I recently received, read, and reread, Todd Farley’s book. I also strongly recommend it.
If anyone thinks this is an isolated account unsupported by others, for starters google “Nina Metzner” and “New York Times” and “2001” or “Dan DiMaggio” and “Monthly Review” and “2010.”
Linda: another example of how you contribute to this blog. Thank you.
I have only one small quibble with the reader comment posted above: “I’ve worked for 2 testing companies and they cheat like Lance Armstrong.”
Please consider. The comparison gives too much credit [as it were] to Lance Armstrong. His unethical and destructive behavior dwarfs into microscopic insignificance when place alongside that of the standardized testing industry.
He can only brag about laying waste to 7 Tour de France championships and tarnishing all the athletes of one sport, while the edupreneurs can take pride [?] in laying waste to much of this country, supposedly the world’s only remaining superpower.
One other recommendation I just finished by Rethinking
Schools:
Pencils Down: rethinking high stakes testing and accountability in public schools.
By the way, KTA…I love your commentary….you make me laugh and yes, on NY Times on line I am Linda, CT. :):):)
It is good to hear from those who have been in the belly of the beast. The beast would be on it’s death bed if people would understand that there is no validity whatsoever in the processes that are educational standards and standardized testing, and even classroom grading.
Wilson has identified 13 sources of error, any one of which destroys the validity of the process in his 1997 dissertation, “Educational Standards and the Problem of Error” found at:
http://epaa.asu.edu/ojs/article/view/577/700 . For a shorter take down of the supposed validity of the process see his take on the testing bible of the APA, AERA and NCME in: “A Little Less than Valid: An Essay Review” found at: http://www.edrev.info/essays/v10n5index.html or http://www.edrev.info/essays/v10n5.pdf .
I challenge all here to read and understand those works. As soon as you understand them you can be on your way to being better educators.
I do not believe that actually lifting the quality of education for all children is the goal. Dishonest tests and evaluative measures are creating profit and class control (stratification) to shore up an already inequitable system. The pipeline of money to policy just allows the perpetrators to circle the wagons around themselves. Massive citizen action at the voting booth and through recall of politicians is needed.
One actually has to believe that frenetic testing will improve education. And how do we determine whether education is improving? Test scores, of course! The only thing that proves is that we are getting better at taking tests.
Teaching to the test is McEducation. It is to education what McDonald’s is to good nutrition.
I am a teacher, and I’m also working on a dissertation that is on a similar topic. It would help me so incredibly much if you would share some data. How do you know they cheat, falsify data, are accountable to no one? Would you point me to a source? Also, I’d love to talk with you about this.
Elizabeth
http://Dissertationgal.com
Elizabeth,
See my above (below) referenced readings by Wilson. Although they have to be moderated so you may not see them yet. I’ll send them to your blog.
Duane
I just spent two days on a standards setting committee for my state’s 8th grade reading test. Our job was to set the cut scores for the basic, proficient, and advanced levels of proficiency. We were reminded often by a psychometrician from Pearson of the emphasis on increased rigor.
The new reading test in my state (which did not adopt the common core, but intends to mimic the CC’s increased rigor) largely ignores, in my opinion, what increased rigor in reading really means. Yes, the reading passages are somewhat more complex than in previous years, but mostly the increase in rigor is reflected in increasingly trickier questions and miniscule differences between the target response and the distractors. In one case, there was a question with clearly two correct responses. When I asked if we could address that, I was told that the wording of the questions and responses had been the job of another committee. The wording of the test was set, all we were to do was determine the cut scores.
I came away from the two days convinced that we are not really trying to assess students’ reading ability. These tests, with their noncontextual passages that often ask students to make inferences that have little to do with the domain knowledge we purportly want them to learn in school, really just separate the clever test takers from the less clever test takers.
I think there were probably lots of clever people working for the large financial institutions that created and manipulated the clever financial instruments that almost destroyed the world’s economy just four years ago. And I think there are now lots of clever people in charge of our national and state governments – people who are clever with words and clever in how they raise money.
So I’m not a big fan of clever. I think education is supposed to be the path to wisdom.
Isn’t a psychometrician (especially one from Pearson) the same thing as a phrenologist????
Really, though, in reference to the 2 answer question, there is reason why they test makers don’t want the test givers (teachers) to read the tests. Because they’d find so many errors that it would make the entire process even more invalid than it already is, as if that is possible.
I had to give the SAT 9 one year and I read the whole thing. There were so many problems with questions that I was utterly shocked. One example, “Make as many mathematical sentences using the whole integers 0-9” Yes a “math sentence”, I thought that they were called equations. Any way do the math and you quickly realize that there is basically an infinite number of answers. There were many, many problems.
I went through the training to score the Interdisciplinary Reading and Writing section of the Connecticut Academic Performance Test, for which the History/Social Studies Department is responsible. First, I must say that this test has nothing to do with either history or any social science. Second, although there is a scoring rubric, the trainers informed us that the scoring is holistic. In other words, the final score is based on the scorers feeling about how well the student did. It is totally subjective. That seems hardly fair.
How many “math sentences” did you have to make to be “proficient” at math sentence making?
Duane Swacker, I appreciate your posts so much, but…
Phrenologists don’t enjoy much of a reputation as it is, but lumping them in with psychometricians?!?!?
That, sir, may be the unkindest cut of all.
Duane, as a special ed. teacher I, too have read the tests (as per IEP accommodations, the math & science are scripted, and teachers read the test questions aloud. Also–for students with certain learning disabilities, extended response questions are answered verbally by the student, & are written by the teacher: what the child has said verbatim. As such, I have read numerous tests until my retirement in 2010 (my last ISATs were that March), & I can’t tell you how many ridiculous questions, answers &/or mistakes there were over the years. Math & science tests that had either more than one correct answer or NO right answer. Extended response questions that would require the test taker to possess social-emotional skills, and that my ED/BD/ASD students would give up on, write anything, refuse to answer, hit himself/herself in the head and/or cry. Absolute torture.
KenS: you are echoing a bit of what is in Todd Farley’s MAKING THE GRADES. I would wholeheartedly urge you to read it but—it might make you sick [I mean this sincerely] because you would see some of your own experiences recounted in greater detail by someone on the inside. And the situation is worse than you think.
So, humbly, I urge you to read it when you have the time, energy, patience and stomach to go through something that will surely be upsetting.
Thank you for refusing to go along with the group think common among the status quo edupreneur establishment.
Hey, KrazyTA
Thanks for your response, KrazyTA, and I did read “Making the Grades” this past summer. I wish I could claim to be smart enough to have formulated completely on my own the opinion I expressed above. And yes, it did make me sick.
Todd Farley should have sold millions of copies of that book – one to every teacher in the country, and one to every parent who truly cares about his or her child’s education.
I would add “The Myths of Standardized Tests – Why They Don’t Tell You What You Think They Do” by Harris, Smith, and Harris to the list of “must reads” for all teachers. And for any teacher involved in teaching reading in any way, “Children and Reading Tests” by Hill and Larsen is essential for understanding the real problems with multiple choice reading tests.
Reading those books, and dozens of articles about standardized tests, motivated me to apply for the standard-setting committee. I want to find out as much as I can about the way these tests are created, and I want to know if they are as misleading in how they judge students’ knowledge and teachers’ efficacy as my reading has lead me to believe they are.
My just-completed, abeit brief, experience indicates that the tests are, indeed, very misleading. That any student’s, teacher’s, or school’s fate is dictated by these tests is at best extremely misguided and at worst criminal.
Then, we must consider a class-action lawsuit against the reformers for basing teacher and school evaluations on these so-called tests. I am talking with several attorneys about this but still haven’t found the right one. I am very serious about doing this
Ken S., Clever is such a soft word for planned trickery, trip-uppery, lying, knowingly designing tests to assure increased $$$ in Peason’s pockets and their shareholders. Disgusting! Our teachers work so hard, the kids lose sleep over testing, cry in frustration and repeat grades, referred to SpEd, and dropping out, continue with millions of other stories. This is not CLEVER! This is thievery to line the pockets of corporations. The American Way? How embarrassing and gross! We will never be able to do Finland because it is not about educating our beautiful children, it is about making billions of $$$. Wake up and smell the coffee. Makes me want to cry. I dedicated 40 years to the education of our kidlets and I always believed and I know that teachers make a huge difference and lifelong impact on kids and their families. Keep sounding the alarms!!
This comment is actually meant for Ken S., above: indeed, Making the Grades–which was published in 2009 (!) SHOULD have sold at least a million copies. Thanks for the front cover picture, Linda. There’s still time–it’s on Amazon, & I was able to get it at my local bookstore (they ordered it–PoliPointPress, paperback, $16.95, $11.95-Amazon). Also–go back (especially new readers) & read Diane’s past posts-12/26″How Standardized Testing Reinforces Inquity;” 12/27/12-“An Interview w/Todd Farley;” 1/29/13-“The Biggest Testing Scandal of All;” 1/30/13-“Reader: How I Scored the FCAT Tests;” 2/2/13-“How Testing in VA Harms Students w/Disabilities & Their Teachers;” and 2/6/13-“How Testing has Corrupted Education.” Also, Todd wrote in Huffington Post, February, 2012, about the computerized scoring of “standardized” extended response questions (a MUST read!) Finally–the pattern here–Todd’s book was written in 2009–FOUR YEARS AGO, and this is STILL GOING ON (& has gotten even worse)!! Please, however you can and wherever you can, follow the heroic example of the Garfield H.S. Teachers–the parents backed them, opting out 300/400 kids–ONLY 97 kids took the tests (Supt. Barda ordered administrators to give the tests)! Now–HOW are they going to be able to actually use that data when the majority of the students did not take the test?! Parents, opt your kids out, and the house of cards WILL fall. The last paragraph of Todd’s book:
If I had to take any standardized test today that was important to
my future & would be assessed by the scoring processes I have
long been a part of, I promise you I would protest; I would fight; I
would sue; I would go on a hunger strike or march on Washington
I might even punch someone in the nose, but I would never allow
that massive and ridiculous business to have any say in my
future without battling it to the bitter, bitter end.
And, his chilling last sentence:
Do what you want, America, but at least you have been warned.
READ THE BOOK! Boycott tests! Opt your kids out!
This is the worst kind of corruption, if one accepts degrees of this sort. The misuse of children to satisfy greed and power. That’s really the essence of standardized testing once you “get a glimpse behind the curtain”.
If I participate in my school’s testing program, am I complicit?
As a teacher today, I cannot automatically trust my educational leaders as they ask me to “following orders”. This truly sickens me.
Oops …”follow orders”
Maybe educators should come from another angle. Embrace the testing! Get parents to buy in! They surely would.
* For homework tell parents to : please bubble in 1-50. Show your work on a separate sheet. Those answers that are incorrect I will keep sending home till they are correct!
* Start wearing T-Shirts to school with students’ names on them, the ones that did not do well. Shame them into memorizing the info. Also, now we’ll know who’s costing the rest of us taxpayers a little extra money in math and reading help.
You could also print the sponsor on the back: PissOn Testing.
* Give those families of high scorers front row seats at the basketball, football games!
* Send home the Commoner Snore Goals exactly as written and print off Pearson problems worksheets for your students. Send hundreds.
* Tell your parents that there is no need to read novels at home, Tell parents you don’t have time to sit and listen to your kid explain what the hell the he’s thinking. Tell your parents that you will only send homework that can be quickly measured; meaningless facts that you can find quickly on google anyway.
No more science fairs; hold testing fairs.
Brilliant! I’m in.
So true, Mom/Educator. So true. We are just now adopting the Common Core and EVAAS and all of those things that were in other states. I’m from NC. I’m not transitioning well either, but I love your sarcasm and I love this blog for exposing the sins of education.
Yes, I said SINS because I do feel sick, filthy, and disgusted when I drive to work everyday.
I’d be interested in further details from the reader as to which testing company and which specific tests, and how this person came across this data. The problem with blanket statements is that there are hundreds of tests out there, many of which were likely developed apart from big companies, then later purchased by them. Saying that “testing companies” cheat is like saying that teachers cheat to help their scores – it does happen, but certainly not with all, and making a blanket statement without being more specific is not helpful.
Read Todd Farley’s book and Pencils Down..both previously linked:
Aimsweb used to be a fairly interesting and simple tool before it was purchased by Pearson. All of a sudden it was being marketed as the panacea for all RTI issues.
Seriously!!! There is a school in my division that adminsters the Aimswebs RCBM and Maze assessments every week to students identified as Tier 3. I’m told that if teachers can’t explain regression in their students’s scores they are embarrassed in front of their peers at ELA meetings. How can those in charge know so little about the tools they’re making us use?
EdEd–If you want your questions answered and you haven’t read Todd Farley’s book, then you must. Also, read Duane’s and Linda’s recommendations above.
Tell more if you can. Give specifics while remaining anonymous.
Testing scandals have been well-documented across the country ever since school “reform” was mandated by the shock doctrine of “A Nation at Risk” in the 80s under Reagan, in which increasing pressures were placed on educators to turn out higher scores on standardized tests of questionable value. Instead of addressing the testing problem, the government just required more and more tests and raised the stakes, resulting in a firestorm for educators and students, but a very lucrative market for testing companies.
I strongly suggest reading this report from 1992, Schools for Scandal: A U.S. News inquiry finds widespread cheating on standardized tests: http://www.usnews.com/usnews/culture/articles/920427/archive_017621.htm
Retiredbutmissthekids~
I spent my entire career in SpEd and had to read many tests to students with specific accommodations mandated per their IEP. The quality of the test questions have been often very poor. Some of my students would work sometimes twice as long to complete the same test, exhausted, humiliated and often resulting to just bubble in any answer to complete the test. I have also had the experience of serving on committees to develop test questions. Well, quite an experience. Writing excellent questions is a skill and is not often taught at universities in our teacher prep programs. We have all had professors who could have used assistance in their test development, too. Having said all this, we end up with : garbage in, garbage out! But, now kids are evaluated with high stakes consequences. Just about life depends on it. Dramatic? If students’ and teachers’ names are paraded publicly, RTTT consequences unfold, and teachers lose their jobs…then, the quality of test questions have to be at 100%, nothing less than 100%, ALL THE TIME! No room for error! These are not isolated observations on my part. I retired after 40 years in SpEd. During the entire SpEd evolution from PL 94-142 to IDEA, and the testing explosion.
If Gates wants to put his 2 cents ($ 2mill) in, have him get involved in working on test questions. Oh, I forgot, he did not spend much time in college getting an education. He would not know the content. It only qualifies him to evaluate the quality of teachers!?!?!?
Yep, H.A. We both taught in the same era–35 years, entire career in SpEd, PL 94-142-IDEA & beyond (R.T.I.–used for more evil than good!). And I, too, wrote some test questions for the ACT (we all got together in a hotel one weekend), but my two were rejected–& they were pretty darn good questions, if I do say so myself! (The head evaluator was infatuated with one of the women who was there to write questions–he fawned over her the entire time, putting up her questions (which, quality-wise, were questionable) as a
shining example to all of us. Of course, they were accepted (she probably was hired by the company). Yes, writing questions IS a skill, and does require some background in education. The same should adhere to the scoring of written response as well.
I’ve always known this in my spirit, but could never prove it. Think: even if we didn’t have this article to reveal this occurrence, it is highly biased and unethical to have the teachers/guidance counselor at our own schools “prepare” the bubble sheets after students have answered the test anyway! In this competitive world of teacher favoritism and please-the-principal-to-save-my-job, what prevents a jealous teacher from altering the bubble sheet responses of their rival coworker? Nothing and I do believe in schools that allow teachers to “prepare” the tests have been doing that. One teacher actually admitted that she, herself, erased a students’ answer sheet because she thoroughly disliked the child.
I’ve seen far too many wrong answers bubbled in yet the child still end up with a 4. I’ve heard far too many students tell me that the teachers were giving the answers as they monitored during testing. I’ve deduced that far too many teachers had the answers anyway from having friends in the standardized testing company facilities as listed in this post.
There IS no way to regulate this and most counties can pull enough dirt on an accusatory and suspicious teacher to make he/she look foolish when trying to state their claims.
Besides, most teachers don’t have the money to afford a lawyer anyway and most teacher organizations who promise to be our advocates can’t help either.
Where’s Bill Moyers on this?
More information, please!!!!!!