Last Friday, my daughter (OSFO) had to take what seemed a sudden standardized math test that her teacher told me had something to do with appraising teacher performance.
I am guessing that my daughter was randomly chosen to take one of these controversial tests.
On Thursday, her teacher pulled me aside at dismissal and told me that OSFO was noticibly distressed when told about the test. Luckily, her teacher clued me in on what was going on and told me to reassure OSFO that she shouldn’t worry about the test at all. Her teacher felt bad about the whole thing. “This isn’t really fair to them at all.”
That night, OSFO told her dad that she had a BIG test the next day. Somehow this was a big deal for OSFO. He wasn’t sure what it was. I told him what OSFO’s teacher told me.
Tests are tests and they freak out some kids. This test is meaningless as far as OSFO is concerned. It will determine nothing about her future. But it put her into a state of worry for an afternoon and an evening.
I ask you this: Why put a kid through this kind of anxiety?
what does “OSFO” stand for?
Hi, couldn’t agree with you more!
I have been reading your blog daily for almost a year!
This is my second year teaching at MS 88 (by 7th avenue and 19th street) and this Friday we will be administering, yet again, another one of these exams.
The students have become so accustomed to test taking, they don’t even know what to make of it anymore. My fellow teachers and I have found it increasingly difficult to explain to our students the politics behind all of this test taking and still be able to encourage them to do their best and take the test seriously without causing anxiety.
Many teachers in my school feel that No Child Left Behind and the push for accountability and performance in schools is having negative effects on the focus of our instruction (we find ourselves teaching to the test even if we don’t agree with this method) and sending mixed messages to students. We are struggling daily to find a meaningful balance.