In recent weeks, educators in New York have anonymously shared troubling insights regarding the 2016 state-mandated standardized tests, specifically the Common Core assessments. With students facing English Language Arts tests last week and math tests this week, concerns have arisen about various test issues, including errors in the materials and questions that exceed the students’ grade levels.
Brian Anderson, an educator from Long Island, has taken to his blog, The Educators’ Echo: Something Feels Off, to compile a collection of teacher comments expressing their frustrations with the testing process. Though educators are restricted from openly discussing test content, they have voiced their concerns through social media, revealing a disheartening picture of the current assessment landscape.
One teacher reported on the third-grade ELA test: “I just proctored the test in NYC. The first question was nonsense, and none of the other teachers I consulted had any answers either. Many questions seemed intentionally misleading, and I believe there was no correct answer at all! Thank goodness my child isn’t enduring this ordeal.” Another educator noted, “In the sixth grade, we encountered a poem from the 17th century that even college students struggle with. It’s truly a mismatch for the students.”
Comments continued to highlight the excessive duration of the tests. “Five of my fourth graders spent three hours on just one section, missing their snack and special activities. It’s heartbreaking to witness,” lamented one teacher. Another shared that some middle school students were forced to endure four hours of testing, which is unacceptable.
Katie Mitchell, an ESL teacher, has spoken out against the tests in her essay for Critical Perspectives, labeling the assessments as “developmentally inappropriate and perplexing.” She emphasizes her outrage over the testing practices in New York, advocating for a change since 2013. Mitchell criticizes the length of the tests and the inappropriate content, asserting, “The choices made for reading excerpts are poorly contextualized and far too advanced for the students in question.”
Why are educators’ voices being ignored when they raise valid concerns about the testing environment affecting their students? These testimonials merely scratch the surface, as many teachers are echoing similar sentiments about the tests being confusing, overly difficult, and poorly constructed.
As a parent of a third grader currently taking the New York state math assessments, I find it distressing to hear that many educators believe my child should not have to endure such a taxing experience. Despite having the option to opt her out, my daughter insisted on participating, believing the tests to be significant. After all, her teacher’s evaluations hinge on student performance.
Fortunately, my husband and I have reassured her that her worth is not defined by these tests, emphasizing that we value her intelligence and that her performance will not impact her progress to fourth grade. However, not every child shares this resilience; many face anxiety from the pressure of prolonged testing sessions.
After her second day of math testing, I plan to ask her about her experience and whether she resorted to writing down her favorite song lyrics instead of stressing over questions that stumped her.
If the system won’t treat her as the eight-year-old she is, then it falls on us to advocate for her well-being. For those interested in exploring more about pregnancy and home insemination, you can check out this excellent resource on the IVF process here. Additionally, for more information on home insemination kits, visit this authority on the topic.
In summary, educators are voicing serious concerns about the developmental appropriateness of standardized tests in New York, with many students experiencing undue stress and confusion that may negatively impact their learning. It’s vital that we listen to these voices to ensure the well-being of our children.