Anonymous wrote:There is a reason why children's electronic books have not taken off-parents know that young kids still need to touch things, turn pages and hold something tangible. The computer based test goes against child development. That is where the pushback is coming from. I hope they are at least not assessing kids on the standard that asks if they know where the front and back cover title and spine of the book are.
I think this choice was done to make adult lives easier, but school is about teaching kids and assessments should be designed for kids not adults.
Anonymous wrote:You all don't give teachers very much credit. We don't make teaching decisions on one, single data point. I'm a middle school teacher but I can tell you that if we were giving kids a screener test like this and a kid scored poorly but their classroom performance didn't match that low score, that'd be a pretty big red flag that it was a testing issue and not an ability issue and we'd look at a variety of other data points to determine the child's actual level (such as the DRA).
Personally, I'm happy about these tests because the 1-4 report card is useless to me in terms of telling me what my child knows or doesn't, particulary at the lower levels where there's no assessments. It all seems to be based on subjective teacher observations. I mean, I get why that's the case but I like concrete data and the elementary report card just doesn't provide that. Sure, I got a DRA score but we got zero information on where the child's math strengths/needs are. I'm glad we'll finally have some decent diagnostic data to show our child's growth in reading and math.
Anonymous wrote:Except you just highlighted a huge issue rather than fixing it. If this is test to see where kids are for instructional purposes and if all the kids do worse on the test and the teacher is instructing kids below their actual level which does NOT help them.
So yeah, everyone is affected and instruction is affected and your child and my child will receive poor instruction thanks to the test.
It does not help the kids who are used to reading guided reading books. It doesn't really help the teachers (except less testing time) who have always made spreadsheets and checklists to know how to help their class.
It does however, help those who need to see the data at a school and district level...
Anonymous wrote:Except you just highlighted a huge issue rather than fixing it. If this is test to see where kids are for instructional purposes and if all the kids do worse on the test and the teacher is instructing kids below their actual level which does NOT help them.
So yeah, everyone is affected and instruction is affected and your child and my child will receive poor instruction thanks to the test.
Anonymous wrote:The tests need to be on the computer because the adaptability makes the, more accurate as far as leveling.
The schools and teachers are supposed to use the data to set instructional goals, see trends, identify strugglig students early, provide the right level of instruction, and determine small group instruction. We need the computer programs to help us organize, track and visualize the data.
The tests are not graded. They are used for instructional purposes. If kids do worse on tests on the computer, it's fine because everyone is taking it on the computer. Therefore, everyone is affected.
Kids with IEPs receive testing accomodations.
Anonymous wrote: No more DRA! That is why I would like to opt out and have my child given the DRA.
I'm PP concerned about using computer based testing. I think computer based testing is a bad idea (whether for standards based SOLS or for classroom diagnostic purposes) because kids don't do as well- again especially at the grade 1 and 2 level)
A first grader should not be placed in a reading group based upon a standardized test which is what this test will be used for. No more DRA
Yes, I know teachers CAN give the DRA, but if the child is testing at or above grade level, they most likely won't.
How can I opt out?