Test scores might not be telling us the real story about students

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  • worf Mcallen, TX
    March 12, 2013 8:40 a.m.

    @John C. C.--your statement may have been true twenty years ago, but not today.

    It's people from other countries who design our car engines, and transmissions. They are our doctors, engineers, and chemists. You need to look past your Utah area.

    Entitlements have changed our people's motivation, and values.

  • worf Mcallen, TX
    March 11, 2013 2:29 p.m.

    Has testing improved student learning, or has it been a waste of time, and money?

    IMO--teaching, and learning--exceed test taking, and scoring.

  • John C. C. Payson, UT
    March 10, 2013 1:49 p.m.

    U.S. graduates still lead the world, despite what you hear from detractors. It's not just about Science, Technology, Engineering and Math(STEM.) Our graduates dominate because of creativity, leadership, collaboration, cross-disciplinary cooperation, communication and adaptability. They are also the most likely to have a broad education in the humanities and liberal arts. We don't test for that. Nations who focus narrowly on STEM will produce the engineers best capable of copying and running U.S. technology.

  • squirt Taylorsville, ut
    March 10, 2013 9:42 a.m.

    The absolute sadness of this article is that for years educators have been telling those who espouse the use of test scores for all things accountable that this practice is problematic. Children are suffering under the onslaught of testing as opposed to teaching and the narrowing of curriculum in order to pass a test.

    Teachers have been humiliated and are leaving the profession because of the shaming of the teacher utilizing test scores to determine efficacy.

    Give education back to the educators! The testing craze has benefited the testing companies and fed the anti-public education folks in their quest to privatize public education.

  • worf Mcallen, TX
    March 9, 2013 9:06 p.m.

    Some remarks on the accountability of test scores:

    * eighty percent of New York HS graduates can't read. How did they graduate with poor reading scores?

    * half our college graduates are from other countries.

    * half of our college students need remedial classes.

    * most of our skilled doctors, engineers, and chemists are foreigners.

    * about half our citizens are on some form of welfare.

    It appears we've wasted alot of money, and time on test scoring.

  • metamoracoug metamora, IL
    March 9, 2013 8:52 p.m.

    Oh my goodness! Really? Seriously hope this is not news to anyone.

  • jp3 Salt Lake City, UT
    March 9, 2013 8:52 p.m.

    Another problem with high stakes testing is that it is only "high stakes" for teachers and schools, not students.

    As an example--for 7th graders taking the Utah CRT or any other standardized test, their performance has no effect on their scholastic careers. If they score a zero, what happens? Nothing, they are promoted to the 8th grade. If they have a perfect score, they will also be promoted to the 8th grade. There is no difference. Scores do not affect their report cards, grade promotions, or even future classes. Students know this--and in an era of being overtested (at my jr. high, 1 month out of the 9 months of school are spent in the computer lab doing mandated tests), students are not taking these tests very seriously, whether consciously or unconsciously.

    The only ones "responsible" for this test taking are the teachers and school. Hardly fair when there is absolutely no motivation for students. This is one of the biggest shams in Utah education.