Q: Is it a conflict of interest for classroom teachers to administer standardized tests to their own students?

A: This is an interesting question that a college professor e-mailed. In addition to standardized tests, we might add to that question, "Should the state tests like the Missouri Assessment Program be given by teachers to their own students?"

If classroom teachers did not give tests to their own students, who would do that job? Would we pay people to come into the classroom and administer tests? Where would we find enough qualified people to do that?

Entirely too much emphasis is placed on these high-stakes tests, and that is the first problem. The tests cost school districts funding that could be used for good books.

The books would help children learn. The tests do not help children learn. They might identify students who need extra help. But the tests are needed to qualify for extra money for tutoring. If that tutoring could be accessed without testing, money could be saved.

The MAP tests begin in third grade for students. If a stranger gives tests to students that young, it could affect how well they do on these tests.

So who would pay someone to give these tests? The school districts, which lack funding anyway, would have to pay for the test administration.

Reasons for someone other than the teacher to give the test are:

● Several teachers were fired in a school district because they were accused of inappropriate behavior during testing.

● No one would accuse teachers of giving answers.

● Teachers could not be accused of lengthening the time the students are tested.

● Teachers could attend in-service training while someone else was doing the testing.

Reasons for the teacher to give the test are:

● Young children would likely test better if their own teacher administers the test because they would be more comfortable. This would be true for students up to fourth grade.

● The school district would not have to pay other people to administer the tests.

● The teachers would know who was trying to do their best during the test so they could say later whether it was the children’s best work.

High-stakes testing is causing a lot of stress in the classroom. Certainly teachers are stressed about testing. Teachers get pressure for their students to do well because there are consequences for the school and the school district if even a few students do poorly on the tests. Parents can choose to move their students to other schools if even one subgroup fails two years in a row.

This pressure is going to filter down to students. They feel the stress even though teachers try hard to not pressure young children.

The sad thing about this high-stakes testing is that educators know that in most cases we are talking about one test given on one day. A school and the learning that takes place in it is judged on how a small subgroup of children do on the test on one day.

As I write this, I am wondering how this testing has gotten so out of control. How can we reform education so that we measure progress of children, so that we know all children are making every bit of growth in learning they possibly can?

Children are being tested who barely speak English. Children who cannot possibly read as well as other students in their class are given tests written for their grade level.

Politicians have gotten us into this mess of high-stakes testing. No one is stepping up to get us out of this mess.

Parents are the only ones who can demand a stop to this. When educators complain, they are accused of not wanting to be accountable.

No matter who gives the test, way too much emphasis is placed on them. A portfolio for each child will tell us so much more about the child’s progress. Tests tell us very little about an English as a Second Language student or a special education student. Parents need to know that.

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