I heard an enticing nugget today. After they finish the English proficiency exams (which are three days this week), the lucky little kiddies who attend elementary school in NYC still can’t move their desks out of rows or put down their number 2 pencils. Field tests are next.
A field test sounds like something scientific, educational, and even fun. “I wonder if this rocket I built will actually launch. I’ll take it to a field and test it.” “I wonder if this seed can grow in different types of soil. I’ll plant it in a field and test it.” “I wonder what the average temperature is here over 60 days. I’ll use a thermometer in the field and test it.”
In reality, though, there’s nothing fun or educational about a field test. A field test is much less meaningful than The Test. It is administered for the purpose of seeing what questions work on kids and what questions don’t. Field tests are hardly scientific. After all, what kid will truly put forth his best effort on another standardized test with a month to go, especially knowing The Test is over?
And why is it necessary to subject the kids to more of the same? My kids have a mural and a scrapbook to complete by the end of the year, but precious time will be lost to a field test.
Field tests serve one purpose, far as I can tell: to frustrate the kids. On the ELA and math tests, the questions colleagues and I figured were field questions were concepts we hadn’t yet taught and/or were significantly above grade level. Therefore, try though they might have to answer them the best they could, kids were, invariably, agitated by searching their brains for an answer their brains didn’t have.
Why must we continue to sacrifice valuable educational time to serve the demands of non-educators who aren’t adding anything worthwhile to the causes we champion? It’s another example of school gone bad. As always, the main victims are the children.