This is why we can not
solely teach to tests.
Not exact matches
Perhaps our public schools need
to avoid
solely focusing on their standardized
tests, and instead outreach
to families
to teach healthy eating.
Sometimes called «exam schools,» because
test scores are typically part of their selection process and a handful of them rely
solely on such scores, they tailor their curricula and
teaching to high - performing, high - potential kids who want a high school experience that emphasizes college - prep, or college - level, academics.
Plans that rely
solely on student
test scores have the most opponents, including many parents, who scorn «
teaching to the
test,» in which students are drilled
to increase their
test scores rather than
taught to understand the underlying material and learning skills
to last a lifetime.
Proponents, insisting that tying teacher salaries
to measurable standards will improve schools, have instituted a wide variety of incentive plans across the country: Some evaluate teachers based
solely on standardized
test scores, some on teacher skill development; some offer more pay
to teachers working in at - risk schools or with at - risk children, or for
teaching certain subjects.
While there are many critics of the subjective approach, it has an important role in order
to balancing out the «
teach to the
test» and other negative consequences of relying
solely on
test scores.
Vice Chairwoman Janet Finnernan was the only one
to vote against the bonus proposition, saying she feared teachers would
teach solely to content on standardized
tests to earn bonus money.
We need
to redress the balance, so that the day -
to - day assessments that inform the
teaching that takes place and give parents information on their children's progress are prioritised over
tests used
solely by the government
to measure school performance.
By lessening the emphasis put
solely on
testing, teachers have greater latitude
to use creative
teaching techniques and
to include subject matter that can supplement core material.
Measuring student growth
solely on standardized
tests have always been the easiest way for teachers
to determine that the students are grasping the information
taught.
This bill further provides that an educator is not: (1) Required
to spend the educator's personal money
to appropriately equip a classroom; (2) Evaluated by professionals, under the teacher evaluation advisory committee, without the same subject matter expertise as the educator; (3) Evaluated based on the performance of students whom the educator has never
taught; or (4) Relocated
to a different school based
solely on
test scores from state mandated assessments.