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April 15, 2013

Shifting Focuses From the Test to the Student
The first half of this essay will be focused on the basics of standardized testing, a crash course so to speak on
the definition and history of standardized testing and how, in recent years standardized testing has taken a more
central role in United States Education. The second half of this essay will promote a change in attitude
towards standardized testing. Many teachers are pressured to teach to the test, but through several simple
steps, some of this pressure can be relieved, while still allowing for student improvement.
3-5th Grade Teacher
Inservice Day
Introduction
Standardized Testing. This combination of words may cause many teachers, administrators, students,
and parents to cringe at the mere mention of it. So what exactly is standardized testing? Where did it
come from and how did standardized testing adopt such a centralized role in American Education?
myfootpath.com
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Learner Weaknesses
Jorge English Language Learner
Brian Easily discouraged, afraid to
take risks
Jake difficulty with organization, and
sequential ordering
Bill difficulty discerning key
concepts when reading or
listening
Elizabeth Small amount of working
memory, gets overwhelmed
easily with multiple questions
and tasks
Helen Personal concerns, often
distracted
Kiwa Loses focus and dreams or
distracts other kids,
Phillip Fine motor difficulties
Sarita Poor graphomotor functioning
(writing mechanics)spelling,
proofreading, handwriting
Kevin Low vision, far sighted, family
cant afford glasses yet.
Directions:
Assign each person in your group a name. Each person is going to do some role playing, by acting out
the student they were given in a typical classroom setting. Then, at the end of class, reect upon how
you felt the lesson went.

Discussion Prompts:
Did you understand what was being taught? What made it extra challenging? Did you feel unable to
complete any task? How did taking the test at the end go?
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The Birth of Standardized
Testing
Standardized Testing are large scale tests
uniformly developed, administered, and scored so
that all individuals are assessed under the same
conditions (Oakes, et. al, 2013, p. 206). These
tests are not used to judge where individual students
are academically as much as they are used to gain
insight into where schools rank in comparison with
the other schools locally, state-wide, and
nationwide. Standardized tests focus on content
and basic skills in core content areas including
Math, Science, English-Language Arts, and
History-Social Studies.
It was in 1845 that the first written examinations
were administered in Boston schools. Prior to this,
there had been only oral examinations based off of
a students recitation of material to teachers or
classroom monitors. It was the quest for efficient
and fair ways to assess large numbers of students
[that] drove the development of large-scale
examinations in nineteenth-century U.S.
Schools (Oakes, et. Al, 2013, p. 198). This
efficient testing style was quickly adopted by other
large cities across the nation, used mainly as a
gateway for students to enter the next grade. Much
like todays tests, they were made up of questions
that had predetermined answers, and if the student
answered a certain amount of questions correctly,
he or she passed the exam.
Since the nineteenth century, when standardized
testing was first incorporated into schools across the
U.S. there have been few changes made to the U.S.
Education system. Originally, standardized tests
were intended to determine whether students have
become proficient on state standardsinevitably
used to compare and even rank schools (Oakes, et.
al, 2013, p. 209). Though most of these intentions
remain, since the passing of No Child Left Behind
Act (Bush Administration) and later the Blueprint
for Reform and Race to the Top Program (Obama
Administration), standardized testing in public
schools across the United States has occurred on a
nation wide basis. What have these programs
brought forth that cause the rise in focusing on the
standardized test?
outthemouthsofbabes.com
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The Change that Needs to Occur
with Standardized Testing

As with any other law or act that goes through our
government, a movement to stop standardized testing or
make alterations to The No Child Left Behind Act and
Blueprint for Reform would take years to accomplish. It is
easy get disheartened and cave in to the pressures that
these laws prompt, particularly teaching to the test. This
form of instruction, however, does not necessarily consider
what is best for the learner. Just as this paper thus far has
been focused on standardized tests and the pressures that
accompany it for teachers, it has not paid much heed to the
response of students to the standardized testing method.
Every individual student that will enter your
classroom is just that: individual. Standardized tests are
written meticulously, taking into account what the average
student at each grade level should be achieving. Who
defines the average, though? There are so many critical
factors that play in to the average student besides their
score on a test. The test doesnt look at the childs
socioeconomic background; it doesnt look at the childs
social contexts; it doesnt look at the childs learning
preferences. Standardized testing, through a series of
multiple choice, matching, and/or short answer questions,
simply measures what the child does not know, and uses
that to evaluate the childs teachers and schools. Different
road blocks may inhibit different learners from performing
well on these tests, but this does not mean that the learner
is by any means, below average.
We all stumble under the burden of standardized
testing. What would happen if our lessons were able to
incorporate common core standards and still manage to
engage students in the active learning process? What
would happen if our focus became learner, and not on the
test? What would happen if we were to share the load,
coming alongside one another, encouraging each other, and
holding our fellow teachers accountable to focusing on the
learner, not what needs to be learned?
The Pressures of
Standardized Testing
The pressures to teach to the test
are very great indeed. These
high stakes tests effect the
amount of federal aide given to
each state and school. If schools
operate within an academic
achievement level determined by
the standardized tests, they are
rewarded through funding. If
schools operate below the
academic achievement level,
funding is cut, the school is
labeled as failing, and a letter is
sent home to the parents to notify
them of the schools condition.
Parents are then given a choice of
where they wish to send their
child. This means that failing
schools are not only losing
funding for falling below
academic averages, but they are
also losing the funding they would
receive through student
enrollment.
The standardized testing used to
determine whether a school was
meeting academic achievement
standards is not the only thing that
puts pressure on teachers,
however. The Obama
Administration has added a
blueprint to improving education,
also titled Race to the Top. This
blueprint includes teacher
evaluations. If a class does not
achieve high enough on the
standardized testing, the blame is
placed on the teacher, and the
teachers job is jeopardized. The
Blueprint provides incentives for
schools to evaluate their teachers
through standardized testing in
hopes of ensuring effective
teachers and leaders remain in
schools, and less effective teachers
leave. Now that teachers jobs are
at stake, these tests have become
even more of a focus for teachers
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The Universal Design for Learning
Every student has strengths and weaknesses. Knowing each students different abilities is so, so
key in any classroom. As a teacher, you get the wonderful experience of being able to witness both
the strengths and weaknesses a student brings forth. You need to be aware of the different learning
preferences of each students. This does not mean you are required to create a different lesson plan
for each of the children in your class. Rather, a more realistic way in which to present information
is by using the Universal Design for Learning. This teaching strategy incorporates multiple ways
through which a student connects knowledge, taking it from the text book, so to speak, and
applying it to life.
The Universal Design for Learning includes Providing multiple means of representation, providing
multiple means of action and expression, and providing multiple means of
engagement (Reference). Teachers who are trained to teach using the Universal Design for
Learning, and implement these skills in their classrooms are not only demonstrating that they take
an interest in the students interests, but are focusing on the learning, rather than teaching to the test.
Students engage in the content of the curriculum, because they are interested in what can be
learned.
There is a balance that must occur between the curriculum catering to the student without
challenging him or her and the student catering to the curriculum without engaging in it. This
balance can be achieved by having multiple means of representation, expression, and engagement
incorporated into each lesson. With this incorporation, you, as a teacher, are acknowledging each
one of your students has strengths and weaknesses, and even though the tests dont acknowledge
each one of these, your lessons can.
edge.ascd.org
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Day by Day, Student
by Student
Realistically looking at the
situation, it is not in any sole
teachers power to change the
United States Department of
Educations system. That doesnt
mean the only option out there is
teaching to the test. Lets start
small, in the planning of the
lesson. The lesson plan template
you use can make a huge
difference, and impacts your focus
for each lesson. Take a look at
these two different lesson plan
templates
(See Lesson Plans attached)
It is clear that both these plans
have two different focuses. The
first plan focuses on meeting
common core standards. It has
clear objectives and yet this
purpose is centered around the
common core standards, not the
learner. It is a plan that focuses on
teaching skills or information
through an activity, and checking
to be sure the information is
understood.
Contrast this particular lesson plan
format with the plan used by
Calvin College in all educational
courses offered. Calvins lesson
plan, though it includes a place for
the common core and other
benchmark standards, begins with
looking at what the learners will
be able to do by the end of the
lesson. It encourages you to plan
levels of cognitive thinking based
off of Blooms taxonomy, physical
development, and socio-emotional
objectives into your lesson
planning from the start. After
leaving room for prerequisites and
assessment methods, this lesson
plan template incorporates the
Universal Design for Learning
directly into the formation of the
plan. It takes into account some
challenges that the learners might
face, so you as a teacher can
recognize them and provide ways
for students to overcome them.
Using this lesson plan template, is
a small step you can take in
shifting your focus to your
student, rather than allowing the
standardized tests to get the best of
you. This lesson plan sets you up
to teach to a broader audience of
students, rather than the narrow
audience that the test administers
to. Making concepts perceptible
for all students is ideal. Using this
template will help you begin to
make that switch, increasing the
involvement of the learner in your
lesson planning, while still
covering the necessary Common
Core and other benchmark
standards.
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The Call to Action
With standardized testing engraved into the history of education in the United States, it is only reasonable to say
that any chance of removing standardized tests all together would be a long and slow endeavor. The pressure to
teach to the test have only increased in recent years. Rather than falling into that rut, however, you can stay on
the path successful teaching by jumping on the Universal Design for Learning bandwagon! Make a promise
today, not to teach to the test, but to teach the learner. Make a promise to hold each other accountable to
focusing on the student, rather than the standardized test that will come at the end of the year. We may not be
able change the laws surrounding standardized testing, but we can change our focus one lesson at a time.
Make Every Lesson Count
Encourage one another daily to stay learner-focused
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Name of Lesson:


Grade LeveI: Subject: Prepared By:


Overview & Purpose


Education Standards Addressed




Teacher Guide Student Guide
Objectives
(Specify skills/information that will
be learned.)

Information
(Give and/or demonstrate necessary
information)


MateriaIs Needed
!"
!"
!"
Verification
(Steps to check for student
understanding)


Activity
(Describe the independent activity to
reinforce this lesson)



Other Resources
(e.g. Web, books, etc.)

Summary

AdditionaI Notes

Note: printable courtesy of LessonPlans4Teachers.com
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Lesson Planning Form for Accessible Instruction Calvin College Education Program
Teacher
Date Subject/ Topic/ Theme Grade ________________
I. Objectives I. Objectives I. Objectives I. Objectives
How does this lesson connect to the unit plan? How does this lesson connect to the unit plan? How does this lesson connect to the unit plan? How does this lesson connect to the unit plan?
Learners will be able to:
cognitive-
R U Ap An E C*
physical
development
socio-
emotional

Common Core standards (or GLCEs if not available in Common Core) addressed: Common Core standards (or GLCEs if not available in Common Core) addressed: Common Core standards (or GLCEs if not available in Common Core) addressed: Common Core standards (or GLCEs if not available in Common Core) addressed:
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create
II. Before you start II. Before you start II. Before you start II. Before you start II. Before you start II. Before you start II. Before you start
Identify prerequisite
knowledge and skills.
Identify prerequisite
knowledge and skills.
Identify prerequisite
knowledge and skills.
Outline assessment
activities
(applicable to this lesson)
Outline assessment
activities
(applicable to this lesson)
Outline assessment
activities
(applicable to this lesson)
Pre-assessment (for learning): Pre-assessment (for learning): Pre-assessment (for learning): Pre-assessment (for learning):
Outline assessment
activities
(applicable to this lesson)
Outline assessment
activities
(applicable to this lesson)
Outline assessment
activities
(applicable to this lesson)
Formative (for learning): Formative (for learning): Formative (for learning): Formative (for learning):
Outline assessment
activities
(applicable to this lesson)
Outline assessment
activities
(applicable to this lesson)
Outline assessment
activities
(applicable to this lesson)
Formative (as learning): Formative (as learning): Formative (as learning): Formative (as learning):
Outline assessment
activities
(applicable to this lesson)
Outline assessment
activities
(applicable to this lesson)
Outline assessment
activities
(applicable to this lesson)
Summative (of learning): Summative (of learning): Summative (of learning): Summative (of learning):
What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially, emotionally,
etc., for your students to do
this lesson?
What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially, emotionally,
etc., for your students to do
this lesson?
What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially, emotionally,
etc., for your students to do
this lesson?
Provide Multiple Means of
Representation
Provide Multiple Means of Action
and Expression
Provide Multiple Means of Action
and Expression
Provide Multiple Means of
Engagement
What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially, emotionally,
etc., for your students to do
this lesson?
What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially, emotionally,
etc., for your students to do
this lesson?
What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially, emotionally,
etc., for your students to do
this lesson?
Provide options for perception-
making information perceptible
Provide options for physical action-
increase options for interaction
Provide options for physical action-
increase options for interaction
Provide options for recruiting interest-
choice, relevance, value, authenticity,
minimize threats
What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially, emotionally,
etc., for your students to do
this lesson?
What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially, emotionally,
etc., for your students to do
this lesson?
What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially, emotionally,
etc., for your students to do
this lesson?
Provide options for language,
mathematical expressions, and
symbols- clarify & connect language
Provide options for expression and
communication- increase medium of
expression
Provide options for expression and
communication- increase medium of
expression
Provide options for sustaining effort
and persistence- optimize challenge,
collaboration, mastery-oriented
feedback
What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially, emotionally,
etc., for your students to do
this lesson?
What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially, emotionally,
etc., for your students to do
this lesson?
What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially, emotionally,
etc., for your students to do
this lesson?
Provide options for comprehension-
activate, apply & highlight
Provide options for executive
functions- coordinate short & long
term goals, monitor progress, and
modify strategies
Provide options for executive
functions- coordinate short & long
term goals, monitor progress, and
modify strategies
Provide options for self-regulation-
expectations, personal skills and
strategies, self-assessment &
reflection
1-19-13
10
Materials-what materials
(books, handouts, etc) do
you need for this lesson and
are they ready to use?
Materials-what materials
(books, handouts, etc) do
you need for this lesson and
are they ready to use?
Materials-what materials
(books, handouts, etc) do
you need for this lesson and
are they ready to use?
How will your classroom be
set up for this lesson?
How will your classroom be
set up for this lesson?
How will your classroom be
set up for this lesson?
III. The Plan III. The Plan III. The Plan III. The Plan III. The Plan
Time
Components
Describe teacher activities AND student activities
for each component of the lesson. Include important higher order thinking questions and/or prompts.
Describe teacher activities AND student activities
for each component of the lesson. Include important higher order thinking questions and/or prompts.
Describe teacher activities AND student activities
for each component of the lesson. Include important higher order thinking questions and/or prompts.
Motivation
(opening/
introduction/
engagement)
Motivation
(opening/
introduction/
engagement)
Motivation
(opening/
introduction/
engagement)
Motivation
(opening/
introduction/
engagement)
Development
(the largest
component or
main body of the
lesson)
Development
(the largest
component or
main body of the
lesson)
Development
(the largest
component or
main body of the
lesson)
Development
(the largest
component or
main body of the
lesson)
Development
(the largest
component or
main body of the
lesson)
Development
(the largest
component or
main body of the
lesson)
Development
(the largest
component or
main body of the
lesson)
Development
(the largest
component or
main body of the
lesson)
Development
(the largest
component or
main body of the
lesson)
Development
(the largest
component or
main body of the
lesson)
Development
(the largest
component or
main body of the
lesson)
Development
(the largest
component or
main body of the
lesson)
Development
(the largest
component or
main body of the
lesson)
Closure
(conclusion,
culmination,
wrap-up)
Closure
(conclusion,
culmination,
wrap-up)
Closure
(conclusion,
culmination,
wrap-up)
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
1-19-13