Implementing Positive Changes from Assessment Data

High-stakes testing occurs in most states during the spring. During this season, the AASA or ACT testing has begun in many schools here in Arizona. As we enter this time, taking a few moments to review and discuss this aspect of data-driven decision-making is important. 

As the school leader checked the classrooms during high-stakes testing, she noticed two types of classrooms. In the first classroom, there was a motivational quote on the board. The teacher read the test directions and proceeded to direct the class. She walked around the class while carrying a clipboard where she took notes about students.

In contrast, in the second classroom, there was nothing on the board. Some students were still testing, while other students were shaking and playing with water bottles, reading books, or fiddling with stuff in their desks. The teacher was behind her desk working on tomorrow’s lesson plans.

Which one of these classrooms had the best testing environment? 

In these two extremes, the choice is obvious. Classroom one set students up for success and the teacher expected the students to focus and do their best. Many school leaders know what a good testing environment looks like. If you were to walk your campus during testing, what would you expect to find?

While the testing environment does have some effect on test scores, the real impact occurs before the state assessment. It is the leader who monitors the data and uses it to intervene where students need more support. This will help the students in the preparation and there should be no surprises during the high-stakes assessment. If there are surprises and you are stressed and worried about the results, it is time to consider another way when the test scores are released. 

Research on testing has shown that tests produce better results if students, teachers, and administrators believe that the results are important. 

What do you believe about test results? 

What do you focus on when it comes to data and test results?

Whatever your opinion on high-stakes testing may be, it is critical to remember that without it, low-performing students and schools could remain invisible. Therefore, they will not be able to receive the resources or help that they need. 

I shared this in a previous blog post, and it is an important reminder and worth repeating during high-stakes assessments. It is important to shift staff views about assessment to behaviors that can impact student results. Todd Whitaker in his book What Great Principals Do Differently, 20 Things that Matter Most, Third Edition, captures this when he writes:

“Effective leaders focus on behaviors that lead to success, not the beliefs that stand in the way of it.” Todd Whitaker

Measuring what and how well students learn is an essential piece of the state evaluation of schools. Many states require schools to provide the public with “report cards” or give school labels based on the test results. The stigmas associated with a school receiving a low grade will bring changes to the school. It could motivate the staff to make the necessary changes or demotivate teachers who are already feeling stressed about data.

With an increased emphasis on testing, it is important to remember that the test is not the problem. It is the negative consequences that may appear for both students and school staff. Two major consequences that I have seen are: 

• Narrowing the curriculum and teaching to the test. Instead of creating a rich curriculum helping students to learn strategies that can help them be successful across many subjects. 
• Making decisions on a student's continued education, such as retention, tracking, or graduation, based on the results of a single test. Those decisions should include other relevant and valid information.

I have been sharing throughout the year about the four steps for using data to achieve results. When test data is released, consider using the four steps of data if you are feeling the pain of high-stakes assessment. These steps can provide a roadmap and help you identify what needs to happen at your school. Every school is different and there is not one magic bullet. The data from these tests, when used properly, can direct a leader’s next step and behaviors on what students and teachers need to be successful.

If you are interested in more information or would like assistance with your assessment data, request a FREE consultation call with me. Fill in the Contact Form Link: https://debradurma.com/contact-us 

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