We're in Full EQAO Mode

We're in EQAO mode at our school and although only grades 3 and 6 write the language and math assessments, the impact is felt across the entire school.  The computer lab shuts down for several weeks as the computers are set up for assistive tech and we can't risk problems.  Our hallways and alternative work spaces that are usually brimming with activity fall silent.  Resource support is unavailable during test writing periods. Gym classes remain inside. The mornings announcements and bells are not heard.

In the weeks leading up to EQAO we play guess the possible phrasing of the questions and spend a great deal of time practising short answer responses, as well as reviewing genres and test writing techniques.  We revisit previous tests and practise many, many questions.  Each year I try to anticipate how wording might interfere with comprehension. One year I taught "important idea" because that had been the phrasing on previous tests only to have the students hit with the word "theme. The next year I taught "theme" instead of "important idea" and hoped they didn't switch back. Another year I spent a great deal of time on grammar only to discover that the grammar questions had disappeared from the test.  You'd be surprised how little details like this can throw students and cause sections to be left blank even though students are quite capable of answering the questions.

Someone has just informed me that it is better to spend time on multiple choice training as this has greater impact on the scores. I've spent less time on this and more time on communicating fluently in writing, but I no longer lose sleep over these kinds of discussions. When I first began teaching grade 6, EQAO was terrifying and the pressure to have kids perform was and continues to be enormous. The relentless pressure from the Ministry of Education causes lost sleep, anxiety and even stressed family and professional relationships. There is a personal cost to the well-being of teachers and administrators that is not accounted for in the decision to pursue standardized testing.

Our rooms get stripped bare. Learning supports such as charts and visual aids that students use throughout the year but might remind how to answer questions are removed or covered up. By Monday, my room will look like our year is over.  And of course, we are back in rows, which some students see as a novelty and are enjoying. Other than the assistive tech, there is no differentiation for learners on the test although throughout the year we are expected to differentiate. Every student must write the test and all scores are counted. For language, writing in sentences is the only acceptable way to demonstrate learning. One year a child with Downs Syndrome who was just learning the alphabet, wrote in scribbles and smiley faces. The score was counted.

All this makes me take the scores with a grain of salt.  When results are released everyone scrambles to interpret and shifts up or down are treated as statistically significant when they're not. Scores are released without the qualifier that there is a range of acceptable movement. Each minor shift is interpreted as meaningful.  The number of folk interpreting the data with no training in statistics is huge - the results are public after all. It is the broad scores that interest the province, however, this doesn't stop institutions like the Fraser Institute from publicly ranking schools and by default, teachers. No other profession is subjected to this kind of exposure. It makes us feel very vulnerable to attack. And no other teachers except those in grades 3 and 6 who administer the tests risk losing their jobs for helping children.  We are not allowed to provide any assistance which causes a great deal of agony for many teachers. It is difficult to watch an overwhelmed child cry during the test because they can't cope or worse sit frozen - their body language saying, "I am defeated."  There are also academically talented students who breeze through the tests and remain confident. They are a pleasure to watch. And of course, there are those who breeze through the test each day in 30 minutes, say "That was easy!" and you just know that the quality of work is poor.  It is always a relief for grades 3 and 6 teachers when academically strong groups enter our classes in September because we know what that will mean for our scores.

Most students, I think, don't actually mind the tests, especially the ones who get to write in the air-conditioned library. Snacks and drinks are provided which are seen as a treat. In fact, if you were to ask students in grade 6 what they remember about the tests in grade 3, most will talk about the food.

From the province's point of view the scores have been useful. It has helped identify areas of strength and areas that need improvement .  A fortune has been spent training teachers in new methods and putting literacy and math resources into schools in response to our scores.  It has been a deliberate decision to focus on language and math as these two subjects are the foundation for all other subjects;  some would say this has been done at the expense of other subjects. The rationale for EQAO can be found here. http://www.eqao.com/pdf_e/12/PowerOntProv_TestingProg_en.PDF

Although we have been told that we shouldn't be "teaching to the test". We all do.  It is not worth risking the wrath that might occur if scores drop. Small drops that would not cause blinks in the pure sciences cause blinks in education.  It is expected that our scores move in one direction only, up.  So, we teach to the test, we run after school prep programs, we practice tests from previous years; we focus on writing genres that have appeared on tests in the past. What has been the effect of this emphasis of  teaching to a standardized test? Students are reading better but liking reading less.
http://www.guelphmercury.com/living/familyparenting/article/637998--ontario-students-reading-better-liking-it-less

Are the millions of dollars spent on EQAO worth the cost? Finland spends 0 dollars on standardized testing yet they rank 1st in the world when it comes to international test scores. The decision to allocate dollars to testing rather than direct supports for struggling learners is a  decision we've made that does have more serious consequences. Every dollar spent on testing means that it is not spent on programs. We have many children in our schools with mental health issues, learning disabilities and behavioural challenges who receive no support because there is no money to service their needs.*  We currently spend about $35 million annually to administer the test, but that does not count the amount of money spent by individual schools and boards on programs and supplies aimed at improving test scores.  It doesn't include the after school test prep programs that run for several weeks in advance of EQAO that are funded directly out of board budgets.

It should be noted that the Teachers' Federations have proposed a different approach to large scale testing that is more meaningful than the current format. http://www.otffeo.on.ca/english/media_room/briefs/new_vision.pdf

As a stage in the evolution of our education system, the tests have been useful. I cannot deny that my practice has improved. Do they continue to be necessary? We know what practices lead to learning, the research is clear, and the Ontario school system is at the forefront of implementing the techniques and these techniques have been developed by our teachers based on our exposure to the research.  Given that the province is under stress financially perhaps testing is the area where cutbacks could be made. Perhaps it's time for the province to trust our highly educated and well-trained teachers to do our jobs and think of alternative ways to spend that money that would support the students whose needs continue to be unmet.

The group missing in this conversation about standardized testing, of course, is the students themselves. There has been no broad conversation with our students provincially asking them if this emphasis on teaching to a standardized test has served them well.  Until we solicit their point of view we are swimming in the dark.  Something to think about.

*This came out on CBC today: Ontario is knocked for failure to adequately service special needs learners. http://www.cbc.ca/news/canada/ottawa/story/2012/05/28/ontario-special-needs-students-review-called-by-people-for-education.html?cmp=rss