Measuring true academic success

Testing is what is most commonly used to measure a student’s success.  To be considered a good student, he has to have good grades, right? It seems like one cannot exist without the other. Those who score the highest in the state test or in any other standardized test are the ones getting all the accolades and recognition. Looks like these students have got it all together.

What about effort? Who or what measures effort? Witnessing how children with learning difficulties can spend months, weeks, and hours studying for a test only to discover that once again they have failed while other classmates celebrate because they have mastered the art of test-taking  and have once again succeeded, is heartbreaking. Both educators and parents wish that all children could have this gift. But what happens when students have done everything in their power to prepare and too often discover that all of their effort and time spent has been in vain? They are frequently accused of being lazy, of not studying hard enough. Consequently, their self-esteem is affected. What now?

Is there a better way to measure success? Of course, academic proficiency is of utmost importance.  There is no denying that, but are pathways being provided so that students can succeed?  If a student has an IEP and if testing accommodations are specified in it, then, often times, yes.  But what about those students who will never qualify for assistance and are falling through the cracks because they do not meet the criteria of the special education box that has been created in America’s school system?

The answer seems difficult, unclear, laborious, and time consuming. Educators and researchers have agreed that children learn in different ways. Teachers are trained in how to tailor instruction to meet students’ learning styles, but why are students, for the most part, still being evaluated in the same way? What about implementing alternative assessment methods while also equipping students so that they become successful test-takers?

Implementing alternative methods of assessment is an educationally sound practice and most teachers would agree that that is the best way to truly measure learning, but time is of the essence and due to the many pressures and demands, most abandon this idea. In Georgia, many schools have recognized this and now provide courses and programs that help teach test-taking skills. Unfortunately, these courses are frequently only offered in high school, when in reality, children should be trained starting in elementary school.

Follow futures articles that will focus on helping educators find ways to implement alternative methods of assessment into the regular classroom. Suggestions are welcomed as well.