High-Stakes Testing Undermines the Essence of Teaching
by Robert C. Koehler
A mind is a terrible thing to test, especially a child’s mind — if, in so doing, you reduce it to a number and proceed to worship that number, ignoring the extraordinary complexity and near-infinite potential of what you have just tested.
“In every work of genius we recognize our own rejected thoughts: they come back to us with a certain alienated majesty.” What if?
What if the American education bureaucracy understood these words of Ralph Waldo Emerson and honored the latent genius of every student? What if it funded teachers and schools with as much enthusiasm as it did corporate vendors? What if, in some official way, we loved kids and their potential more than the job slots we envisioned for them and judged them only in relationship to their realization of that potential? What if standardized testing, especially the obsessive, punitive form that has evolved in this country, went the way of the dunce cap and the stool in the corner? Read the rest of this entry →