Backlash against progress monitoring
Scott McLeod, J.D., Ph.D., is an Associate Professor of Educational Leadership at the University of Kentucky. He also is the Founding Director of the UCEA Center for the Advanced Study of Technology Leadership in Education (CASTLE), the nation’s only academic center dedicated to the technology needs of school administrators, and was a co-creator of the wildly popular video series, Did You Know? (Shift Happens). He has received numerous national awards for his technology leadership work, including recognitions from the cable industry, Phi Delta Kappa, and the National School Boards Association. In Spring 2011 he was a Visiting Canterbury Fellow at the University of Canterbury in New Zealand. Dr. McLeod blogs regularly about technology leadership issues at Dangerously Irrelevant and Mind Dump, and occasionally at The Huffington Post. He can be reached at scottmcleod.net.
The benefits of ongoing progress monitoring of students on essential academic
, some school districts are starting to see a backlash from students and
parents against too much testing, even when it's formative assessment designed
to increase student mastery of critical content.
Here is the comment I
left on Sherman's blog post:
I think one of the problems is that many school systems just throw a bunch of
formative assessments up on the wall, hoping some of them will stick regarding
their curriculum standards and/or year-end assessments. For example, I just
spoke with a principal whose elementary school was doing SIX different reading
assessments with its kids. When pressed to explain WHY each assessment was used
(i.e., what information each assessment gave teachers that the other ones
didn't), he was unable to articulate how the assessments were similar /
different from each other. If schools wish to avoid student and parent backlash
against too much testing, they need to have an aligned assessment strategy that
clearly outlines when and why each assessment is being used. If schools can't do
this, they deserve all the backlash they get.
Does your school organization have an aligned assessment system? Can it
clearly articulate when, why, and for which students each formative assessment
is being used as well as how that assessment overlaps (or doesn't) with other
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