No surprise educators are overwhelmed
The past 18 months have been the hardest for our education community in more than a century. Before the pandemic, researchers estimated that one out of six American teachers was likely to leave the profession. That has now jumped to one in four according to the nonprofit RAND Corporation.
Educators who stayed for the 2021/22 school year are entering it playing catch up. In a recent survey, half of educators and parents felt students have significantly fallen behind due to COVID-19. The impact of Delta means that teachers suddenly find themselves trying to determine the academic impacts of the last school year, while simultaneously figuring how to keep students on track amid uncertainty and disruption.
Teachers need the right tools and skills for assessment
The pandemic reignited the debate around shifting away from high stakes testing to a more balanced assessment approach that’s part of the regular instructional cycle. In that same survey, only 29 percent of parents and teachers felt high-stakes testing was an important measurement of their learning, whereas 76 percent of educators delivered formative assessments or assessments for learning, to check students’ understanding during remote learning.
We can’t begin to address learning needs without taking the time to assess and understand what students know in a way that will provide teachers with immediate, actionable data so they can improve student outcomes in real-time. With access to meaningful assessment data, teachers can drive personalized learning plans, determine which students need additional support and which standards need reteaching.
Don’t overwhelm teachers and students with assessment
While it’s critically important to understand the continuous academic impact of disruptions to teaching and learning, educators must approach assessment thoughtfully. We need to shift our mindset and embrace an actionable approach to formative assessment that’s a seamless part of the regular instructional cycle.
At the same time, let’s not make teachers learn how to be psychometricians. District leaders should seek effective assessments that teachers can quickly use and benefit from, offering vetted item banks and reliable assessments in easy-to-use formats. That includes proper training and development to build the basic skill set required, with specific tactics for how to use assessment data to support hybrid learning if necessary.
We also don’t want to overwhelm students as they adjust to being back in the classroom. We know students are entering the school year with increased anxiety, and assessment is an added stress-point. Experts have established a link between stress caused by high-stakes standardized testing and students’ performance on those tests, with economically disadvantaged students more negatively impacted.
We don’t know what the future will hold as the pandemic continues. However, one thing has become clear: our teachers need us to invest in a reliable way to continuously gauge student learning and progress, no matter where or how that instruction takes place.
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