On Thursday of last week I attended a meeting of the Garfield High School Assessment Committee.
A report on one of many after school meetings may seem mundane. A committee of educators tasked with discussing assessment might appear innocuous. Yet that gathering of fifteen or so educators sharing their experience, expertise, and asking questions about alternatives to standardized testing was nothing short of sedition against a Testocracy that has attempted to silence teachers as it implements corporate education reform.
This team of dedicated educators forming the Garfield High School Assessment Committee was born out of the MAP test boycott last school year, which resulted in the Seattle School District backing away from its threat of suspending the boycotting teachers and ultimately - a year ago this month—forced the district to make the test optional at the high school level. From the very beginning of the MAP boycott, teachers at Garfield High School asserted that our strike against the test had nothing to do with shirking accountability to our students' learning. We said that assessments are essential to teachers to help us understand where the student is in their zone of proximal development in order to scaffold their learning to advance their understanding of a given concept. And many of us simultaneously asserted that standardized testing, and the MAP test in particular, is a clumsy form of assessment that often hides more than it reveals about student knowledge--particularly the thought process and how a student arrived at particular answer. Worse, these tests primarily assess students' ability to eliminate wrong answer choices and are too puny an instrument to measure collaboration, passion, imagination and a myriad of other qualities that are vital to the development of the whole child.
The Assessment Committee began the meeting by asking teachers why they were at the meeting and what types of assessments they were interested in learning about. As the list grew on the white board, so too did my confidence that collaboration of educators could enhance the education of our students--and that our collective action to assert the power of authentic assessment could serve as a beacon to educators around the country looking to reclaim classrooms from a Testocracy intent on grafting a business model onto education that reduces the intellectual process of teaching and learning a single score. Some of these teachers' ideas included:
- Project-based learning coupled with performance-based assessment
- Interdisciplinary studies along with portfolios
- Student generated rubrics to assess their own work
- Students taking group assessments
- Teachers working collectively to assess student work
As my colleague Rachel Eells told the Times, "The MAP protest was really just the start of a deeper dialogue about how to we assess students in a meaningful way and how we use assessments to meaningfully inform instruction." Garfield's Assessment Committee has been meeting regularly all year and recently reported back to the staff at Garfield High School about a partnership our school has formed with a network of schools called the New York Performance Standards Consortium that has a waiver from the New York Regents exams and instead utilizes a sophisticated method of Performance Based Assessment. The Seattle Times recently ran an article about Garfield High School's partnership with the New York Performance Standards Consortium,"New way to test? Garfield teachers explore New York model."
I first became aware of the Consortium schools while attending a conference of the Advancement Project in Washington, D.C. last year. I had the pleasure of attending a panel with two teachers and a student who explained the power of their approach to performance based assessments that allowed students to do research over time, develop a thesis, and present their findings to a panel comprised of teachers, administrators, parents and community members. The student spoke movingly to how this approach to evaluation helped rescue the importance of school for him, and the teachers revealed that the Consortium Schools have higher graduation rates as compared with other demographically similar public schools in New York. After the presentation, I was delighted to meet the student and teachers, and they expressed their support for the MAP test boycott. Avram Barlowe, one of the founding teachers of the Consortium Schools asked me if Garfield teachers would be interested in attending workshops at the New York Performance Standards Consortium.
Avram then put me in touch with Phyllis Tashlik, one of the directors of the program, and over the course of the year our principal and a few of our teachers have made multiple trips to the Consortium Schools and have brought back with them invaluable insights into the learning process and assessment methods. This is what real education reform looks like: educators collaborating to share best practices to retake their profession from billionaires and their flunkies who know little about the craft of teaching.