A few years ago, teachers at Garfield High School in Seattle launched a boycott to protest the use of the MAP test. They believed it was a waste of time. Teacher Jesse Hagopian wrote about the successful protest in his book More Than a Score. The test was canceled in high school, but unfortunately not in middle schools or elementary schools. It’s typically offered (required) three times a year so teachers can measure student progress in the skill of taking standardized tests.
Steven Singer writes that the MAP test is junk.
He was required to attend training to give the MAP test and write the following:
This is an assessment made by Northwest Evaluation Association (NWEA), a so-called non-profit organization out of Portland, Oregon.
The company claims its assessments are used by over 9,500 schools and districts in 145 countries – but none is more popular than the MAP.
Some states even require the MAP as part of their standardized testing machinery. However, in the Commonwealth, the MAP is used as a pre-test or practice assessment by districts that elect to pay for it.
My building – the middle school – used a variety of different assessments throughout the years for this purpose – IXL, CDT, etc.
However, things are changing this year. No, we’re not getting rid of these pretests altogether – why enact sane policy now after a decade of wrongheadedness!?
My district had used the MAP consistently for years at the elementary schools, so someone in administration thought it made sense to bring it to the middle school now and eventually institute it in the high school, as well.
Do we really need an assessment BEFOREthe state mandated assessments?
Heck no!
Classroom teachers give enough assignments and tests of their own to know where their students are academically throughout the year. We grade them after all. What do you think that’s based on – guessing?
But certain administrators just love these pre-tests. They love looking at spreadsheets of student data and comparing one grading period to another. They think if the numbers go higher, it will be proof they’re good principals and functionaries.
It’s pathetic to be honest. What a waste of taxpayer dollars that could be used for actual learning! What a waste of class time that could be used for actual teaching!
And what a negative impact these assessment actually have on students and their learning!
For instance, at the MAP training, teachers were told the assessment’s job was to show how our students were doing in Reading, Math and Science compared with an average test taker.
How is that useful?
I don’t teach average test takers. I don’t even teach average students.
How is constantly comparing them to a norm going to help them improve?
If I went on a diet and stepped on the scale, learning that my weight loss wasn’t as high as an average dieter would not help me stay away from sweets. If anything, it would inspire me to go on a binge in the snack drawer.
It’s the same with my students. Constantly pounding into them how below average their scores are does not inspire them to do better. It teaches them that they cannot do what is being asked of them so they stop trying.
When learning a skill, it doesn’t help to know how well others are or are not learning that same skill. It matters how much you are learning in comparison to yourself. Yesterday I knew THIS. Today I know a bit MORE. Who cares what the so-called average learner can do!?
Students learn at their own rates – sometimes faster, sometimes slower. We don’t quicken the timescale with needless comparisons.
But no matter how many times I say such things to administrators or paid trainers from NWEA, they just don’t get it.
At this training, the instructor actually wanted to know what “elevator speech” teachers were going to give to parents about why the MAP was important!
It’s bad enough we’re being forced to give this crappy assessment, but now you want us to spout propaganda to the very people paying our salaries!?
Why not invite us to the school board meeting and ask us what we really think of this initiative? Why not have us submit comments anonymously and have them read publicly to the school board?
Why not invite us to the school board meeting and ask us what we really think of this initiative? Why not have us submit comments anonymously and have them read publicly to the school board?
But of course not! That would be actually valuing the opinion of the people you’ve hired to teach!
It’s no wonder the trainer was anticipating blow back. Many parent and teacher groups across the country have opposed the MAP test. Most famously in 2013, teachers at several Seattle schools lead by Garfield High School actually refused to give the MAP test.
Having trusted teachers sooth community worry with corporate propaganda would be a big win for the testing company.
However, I’ll give the trainer one thing – she understood that the MAP assessment scores would not be useful unless students could be encouraged to take the test seriously. Nobody tries their best at something they think is unimportant.
Her solution was two-fold. First, NWEA has produced several propaganda videos to show students why the test is important.
I can imagine how much they’ll love that!
Second, the MAP is an adaptive test taken on a computer or iPad. And it actively monitors the students taking the test.
If its algorithm determines that students are answering questions too quickly or “rapid guessing,” the program pauses the student test.
Teachers are supposed to monitor all this on a screen and intervene when it occurs. We’re supposed to counsel kids not to just guess and then allow them back on the test. If the algorithm still thinks students are guessing, we’re supposed to suspend their test and make them take it all over again.
You know, I did not get a masters in education to become a policeman for a standardized testing organization.
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