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Olaf Jorgenson and Rick Vanosdall argue that an elephant does not grow by constantly weighing it, likewise, we can not expect student achievement to “grow” by simply increasing the amount of testing...
In fact, in their article, “The
Death of Science? What We Risk In Our Rush Toward Standardized Testing and the
Three R’s”, Jorgenson and Vanosdall claim that the national movement
to measure reading, writing, and mathematics through high-stakes standardized
tests actually hinders education, particularly science education. Jorgenson and
Vanosdall explain that in an effort to improve test scores, schools are being
forced to drastically reduce the amount of class time devoted to science instruction,
which in turn, places our entire nation’s scientific future at risk.
Jorgenson and Vanosdall point to several examples of schools that have moved
away from the traditional, passive memorization of textbooks to a more constructivist,
inquiry-based approach to science education that have met with significant success.
Unfortunately, these schools that have proven success with activity-based science
learning may now have their programs jeopardized by the push for standardized
testing. One example Jorgenson and Vanosdall point to is the Highline School District
in Seattle, in which students learn science through hands-on activities, then
integrate reading, writing, math, and technology through their science lesson.
By performing science experiments, students learn science by doing rather than
reading about it in a textbook. These students are actively involved in constructing
their own knowledge. Other schools that use inquiry-based science programs have
met with similar success. Mesa Unified School district has been using inquiry-based science kits for
over 25 years and points to their students’ success on advanced placement
exams as well as placement in various Science Olympiad competitions as evidence
of their success in science education. Jorgenson and Vanosdall also point to several examples of schools that made
the switch from direct teaching and passive learning to guided teaching and
active learning that show immediate and significant increases in science achievement
as measured by state’s science achievement tests. While the benefits of inquiry-based science are evident, this constructivist
approach to teaching is clearly more time consuming than direct teaching. As
schools struggle to better prepare their teachers and students for high stakes
standardized tests, schools are unfortunately devoting less time to science
instruction. Jorgenson and Vanosdall explain that in some districts the fixation
on basic skills preparation has gotten so bad that students spend 20% of total
class time on test preparation. Unfortunately, in many cases, teachers simply have no choice as states begin
to tie school funding, teacher salaries, and school “report cards”
to standardized test results. The short term consequences put core academic
subject such as science and social studies on the chopping block. The long-term
implications, however, will be nothing short of devastating as we produce students
lacking higher-order, critical thinking skills, and more importantly, lacking
an interest and desire to learn science. In education today, “time” seems to be the enemy. Unfortunately,
good constructivist teaching strategies, such as pattern search, Socratic questioning,
activity based methods, and rationale inquiry methods all take time, significantly
more time than the direct teaching, “drill and skill” approach. Yet, the benefits of constructivist, inquiry based learning are evident in
the achievement scores of students, as well as in their desire and motivation
to learn more. However, despite the clear advantages of inquiry based learning,
high stakes testing is forcing schools to reduce time spent on science education,
when in fact schools need to be giving teachers and students more time on science
education, thereby allowing teachers to use the proven constructivist teaching
methods. Certainly, every student and parent has the right to know where there child
fits in academically with the rest of the state, and even the nation, but administrators,
teachers, and the community need to look beyond standardized test scores as
a measure of student achievement and teacher ability and allow teachers and
school districts the freedom to teach, and students the freedom to learn.
Adam Waxler teaches at the Springs Middle School in East Hampton, New York and
is the author of eTeach:
A Teacher Resource for Learning the Strategies of Master Teachers.
For more information about how this ebook can greatly improve your teaching
career, visit the A
to Z Teacher Stuff store. -----------------------------------------------------------------------
Copyright © Adam Waxler | 
