THE RUBRIC for the very first standardized test that Todd Farley scored seemed simple: one or zero. If the fourth-grade student provided just one example of bicycle safety in a drawing—wearing a helmet, both hands on the handlebars or stopping at a red light—he’d get a one. No examples—zero.
But for Farley, author of Making the Grades: My Misadventures in the Standardized Testing Industry, it wasn’t that simple. The student had indeed included one example: the rider in the drawing was wearing a helmet. He was also doing an Evel Knievel-like leap over a chasm spewing flames. Baffled, Farley consulted his supervisor; he was told that the rider was wearing a helmet and that that was enough to indicate that the child understood the basics of bicycle safety. Score: One.
Farley encountered many answers that did not quite fit the rigid set of rubrics in his 15-year career. One high school girl who wrote a beautifully moving and well-constructed essay about “A Special Place” could only rate a three out of four because her piece did not include the words “a special place.” Farley also cites a number of questionable practices by the testing company, including hiring scorers not fluent in English, requiring workers to mark one essay every two minutes for eight hours a day and little cross-checking of scores. . . .
This is an excerpt from Lisa Haver’s commentary in today’s Daily News, “Let’s flunk school testing and save our kids’ futures.” It is an excellent analysis of the limitations of No Child Left Behind and standardized testing, and is an apropos rebuttal to Dom Giordano’s recent article “Let’s start grading teachers.”
Giordano asked for a debate, and he got one. I hope you’re listening Dom! You can respond or provide feedback by clicking on the comment button below.
Thanks for reading.