I’ve seen “writing” tests that were entirely ABCD, which entailed no writing at all, simply for the ease of grading. And I’ve also seen kids who couldn’t write passing these tests.

As an ESL teacher, I really, really think there needs to be listening and speaking on tests. I regularly get kids who’ve studied grammar till they’re blue in the face, who pass tests but can’t function in the language. I will not pass a kid who cannot speak to an intermediate level, and that freaks them out sometimes. It’s unheard of in Asia.

But what good is a language if you can’t even speak?

If you’ve never, in your entire professional life, had to produce an objectively measurable result then the prospect of having to do so is pretty scary. Of course there’d be strong resistance to the introduction of objective measures, it’s just common sense and self-preservation. That opponents of NCLB may be sincere in their beliefs about objective measures is neither here nor there. The only thing that ought to matter is the validity of the criticism and anywhere outside public education the notion that opinion is an acceptable substitute for an objective measure of performance will get you a horse-laugh.

That’s the problem that supporters of the current public education regime face, that there’s a rising tide of demand for objective measures of performance so that accountability becomes possible. How to provide some measure which is easily manipulable so as to satisfy the demand for accountability without, in fact, being accountable. Assessments provide that appearence of measurment without its substance.

You’re right in that the bubble tests ARE easier than other assessments. BUT– What many of us who work directly with students realize is that many if not most do not take standardized tests seriously unless they are required for passing from grade to grade of to graduate.

The problem is, if they ARE required for these things, they are often ALL that is absolutely required. Why can they not be part of an average? We don’t give students just one or one type opf assessment to get credit for (to “pass”) a course, so why deny promotion or graduation on the basis of ONE test. That’s what most of us have problems with.

Actually, the major problem no one wants to face is that only at the high school level are students actually required to pass required subjects to progress from grade to grade. I have had 9th grade students in a 9th grade English class who have not earned a passing grade in English (or possibly any other class) for YEARS and yet are ending up in 9th grade! Of course, their “self esteem” (the major focus of middle school philosophy) is in GREAT shape.

Get rid of middle schools. Go K-8 or K-5 and then junior high!