District looks at testing methods

LA CA—ADA FLINTRIDGE ? Tests must be used to assess student learning, but some La Cañada Unified School Board members are concerned that some teachers are not using tests as learning tools.

The board reviewed the district's testing guidelines during a workshop Tuesday. The board had not reviewed the guidelines since it adopted them four years ago, said board member Cindy Wilcox, who wanted to put some "teeth" into them.

As part of the district's Curriculum Council, Wilcox visited school sites and said she saw test keys that had incorrect answers. She also saw poor test reproduction quality, long tests for the amount of time allotted, tests that did not match the curriculum and students who were not allowed to take graded tests home, she said.

"If [students] only missed three [questions] they can glance and see what they missed, but if they got 70% on a test they need time to find out what the problems were," Wilcox said. "They need more time and by returning and recollecting them those students are not getting that teachable moment when they get their tests back."

While many teachers do allow students to take corrected tests home, many don't, she said.

Some teachers fear if they allow students to take tests home, they can copy the tests or share them with friends, neighbors or siblings who will take the same tests later, Wilcox said.

"Some teachers do give different versions of the test during different classes of the day or even in the same class or they vary from period to period," Wilcox said. "But others seem to have one copy of a test year after year. I take issue with that. We have to have kids learn from their mistakes."

The board discussed summative tests given at the end of a course, such as the state exit examination or California Standards Test or formative assessments, which are given during the course.

The district prefers formative assessments because they give students a chance to get more immediate and useable feedback, said Supt. Jim Stratton, who made a presentation to the board.

"By the time you do a summative assessment the time for learning is done," Stratton said. "You missed the opportunity. That's why formative assessments are so important to the work we do."

Board member Susan Boyd was also concerned that guidelines don't carry the same clout as policies, adding that if students didn't get a graded test returned before taking the next test that parents wouldn't have a way to air their concerns.

"While there are some [teachers] that are doing a good job of that there are some who don't do it at all, she said.

But Stratton said if a parent pointed out that a teacher didn't adhere to guidelines it would be appropriate to talk to the principal. Ultimately, principals do teacher evaluations that take into account their students' academic progress and that's when the guidelines would come into play.

La Cañada High School Principal Damon Dragos said principals were already holding teachers to the formative assessment guidelines.