Chapter 3 of Wagner's book, The Global Achievement Gap, is a concise description of all that is wrong with testing. Nearly every point he made I have heard from various teacher's over the years, which is to be expected from such a "gap" between policy makers and teachers, the people forced to put these policies into action.
In the context of his early chapters, it was interesting and amusing that he included actual test questions, proving just how little they reflect any of the 7 survival skills. Though the current "highly punitive approach" (Wagner, 90) to assessment is wrought with flaws, I agree with Wagner that assessment itself isn't necessarily bad. He writes, "...the fact that schools are now being held accountable at all - and accountable for the success of all their students- is a new and very important concept in public education.
Some of my teaching this week required a little review of the civil rights movement, and it is still mind blowing to me to see footage from only 55 years ago when some schools really separated students based on race. We've certainly come a long way, and the fact that we are holding teachers accountable for every student is huge.
Another idea I loved from chapter 3 was Wagners focus group of recently graduated, college enrolled, students from a New England high school. The findings were intriguing,but made sense. Answers implying more writing and research skills, more time management strategies, are all things I probably would have told you straight out of high school. As I read, I wondered what if that information was shared with students still at the high school? Perhaps incoming 9th graders, or maybe 10th grade as they get more serious about applying to colleges. Students will learn more when they recognize the benefit themselves, and hearing it straight from their peers could prove powerful.
Chapter 4 was all about teaching as a profession. As I read about Wagner's own experience, and the experiences of his fellow teachers, I was thankful for my own experience at SDSU. Twice a week when we held our student teaching seminar class the first 30 minutes we devoted to "joys and concerns" where we each had to share something that was positive or worrisome in our practice. Our two instructors offered advice, but we also discussed with each other and found many of us had similar questions or concerns and it was really relieving. We even had an assignment to view another student teacher's class an evaluate them. It could have been improved upon, we only had one isolated observation, but it was refreshing to see that was valued and encouraged.
I am also part of a district that recently started doing learning walks, which have been a profound experience just like the comments in the book assert. Looking at a series of classes in a short amount of time gives a great snapshot of what is happening on a daily basis. Our learning walks center more on data and less on judgement or critique like Wagner's seem to, but I'm hopeful to be one of the newer generation of teachers that Wagner discusses.
In the context of his early chapters, it was interesting and amusing that he included actual test questions, proving just how little they reflect any of the 7 survival skills. Though the current "highly punitive approach" (Wagner, 90) to assessment is wrought with flaws, I agree with Wagner that assessment itself isn't necessarily bad. He writes, "...the fact that schools are now being held accountable at all - and accountable for the success of all their students- is a new and very important concept in public education.
Some of my teaching this week required a little review of the civil rights movement, and it is still mind blowing to me to see footage from only 55 years ago when some schools really separated students based on race. We've certainly come a long way, and the fact that we are holding teachers accountable for every student is huge.
Another idea I loved from chapter 3 was Wagners focus group of recently graduated, college enrolled, students from a New England high school. The findings were intriguing,but made sense. Answers implying more writing and research skills, more time management strategies, are all things I probably would have told you straight out of high school. As I read, I wondered what if that information was shared with students still at the high school? Perhaps incoming 9th graders, or maybe 10th grade as they get more serious about applying to colleges. Students will learn more when they recognize the benefit themselves, and hearing it straight from their peers could prove powerful.
Chapter 4 was all about teaching as a profession. As I read about Wagner's own experience, and the experiences of his fellow teachers, I was thankful for my own experience at SDSU. Twice a week when we held our student teaching seminar class the first 30 minutes we devoted to "joys and concerns" where we each had to share something that was positive or worrisome in our practice. Our two instructors offered advice, but we also discussed with each other and found many of us had similar questions or concerns and it was really relieving. We even had an assignment to view another student teacher's class an evaluate them. It could have been improved upon, we only had one isolated observation, but it was refreshing to see that was valued and encouraged.
I am also part of a district that recently started doing learning walks, which have been a profound experience just like the comments in the book assert. Looking at a series of classes in a short amount of time gives a great snapshot of what is happening on a daily basis. Our learning walks center more on data and less on judgement or critique like Wagner's seem to, but I'm hopeful to be one of the newer generation of teachers that Wagner discusses.