After 12 years, one of the biggest headlines in education in Washington state is fading away, or at minimum, changing into something new.
This is the first year in more than a decade that public school children in this state are not taking the WASL, or Washington Assessment of Student Learning. That test has been phased out, replaced with two new state assessments that are shorter, require fewer testing days and are part of a transition to online testing.
This week, Valley students in grades nine through 12 are taking their version of the new test, the High School Proficiency Exam.
Come May, students in elementary and middle schools will take their new standardized test, the Measurements of Student Progress.
As a journalist covering education over the past decade, I’ve witnessed school systems challenged by the rigors of the WASL. I’ve met parents who criticized efforts to “teach to the test,” educators struggling with student apathy, and administrators concerned about the idea of punishing schools — and students — who do poorly. Years ago, I even learned of a “WASL dance” that children shuffled to in an effort to motivate themselves for the challenging test.
The yearly unveiling of school scores was part of my routine. I, like so any other members of the media, chose to see scores as a report card for schools themselves, a measurement of their own progress.
But I’ve matured in my views of the power of standardized tests. In past decades, national accountability efforts have assigned more significance to state and national assessments than they actually possess. The truth is, standardized tests have strengths, but they also have clear weaknesses.
The strength of standardized tests is their ability to be quickly graded and digested. But their ability to give a true and honest picture of every child’s gifts and abilities should not be overestimated — there are a lot of variables that go into learning and a young person’s ability to demonstrate what they know.
As the Washington Office of the Superintendent of Public Instruction’s Web site states, “State testing should never be the sole judge of a student’s academic skills and knowledge. A student’s entire performance should always be considered.” In other words, state testing is just a snapshot. And test targets are often moving ones.
I applaud the state for the innovation in online testing. Provided that students can’t hack tests, the option of taking a test online speaks to young people’s seemingly innate ability to master new technologies. Online testing also is expected to eliminate the cost of a lot of testing materials, saving education dollars.
Only time will tell whether students will perform better or have less anxiety about these slimmed down, high-stakes tests.
I grew up in era when testing was simpler — mostly multiple choice, some essays, little reflection. The WASL really challenged students to think — to explain how they reached their conclusions. But it also had mixed results, and districts were challenged to get all students over that bar.
As these new tests come online, I encourage everyone in the community to familiarize themselves with the questions they pose. You will likely be amazed and proud of the work that your local educators, and your children, are doing.
