Would reducing the number of state exams
undercut student learning? Would teachers stop teaching what is no longer tested
until a future grade level? Would learning suffer because teachers receive achievement
data from fewer state tests?
No. No. And no.
Let’s look at the
third grade Social Studies exams in Virginia to illustrate why. Currently,
Virginia’s third grade students take state exams in reading, math, science, and
Social Studies. Proposals winning widespread support in the state legislature
would remove the third grade tests in science and social studies (among other
exams in grades 3 to 8), while retaining the tests in these areas at later
grade levels.
Reducing the number of state exams would
support effective Social Studies instruction because the large number of state
exams can lead to an approach where teachers just try to race through
presenting an endless stream of facts without sparking student interest or deep
understanding. Reducing the number of SOL exams would allow for more in-depth
instruction and deeper, longer lasting learning.
 |
| The Ponce De Leon team makes its pitch! |
The Sail
Away with Me project taught by the third grade team at Seaford Elementary
School illustrates that deep, long-lasting learning of important content and
skills often occurs in spite (not because) of state exams. Playing the role of
an explorer with access to modern technology, students create an iMovie
commercial. They seek to persuade aspiring explorers to travel with them to the
New World by sharing the successes and achievements that they had on previous
voyages. Because they want to create compelling videos for their peers,
students commit themselves more fully to learning about Columbus, Ponce de
Leon, Cartier and Newport.
Students in each class signed up to join one of the explorers. Check out some of the results below. Here is the video that garnered the most enlistments.
Important content is at the heart of
this project. This is not content-lite. This project addresses third grade
state standards relating to History, English, and Writing.
The assessment data provided by this
project is much more useful for modifying instruction than the information
provided by a state exam. The teachers don’t have to wait until summer for
results. They immediately gain important assessment data regarding student
strengths and weaknesses that helps them adjust instruction now. For example,
the teachers used a rubric to assess the English and Writing standards involved
with this project.
Unfortunately, many teachers hesitate
to teach this or other in-depth projects because they believe they don’t have
time for deep learning when they need to prepare students for so many state
exams. Reducing the number of statewide exams will help teachers realize that
they can teach projects such as Sail Away
with Me. The state standards will then
be taught in a much more engaging, effective manner. And then students will be even
better prepared for Social Studies state exams in future years, even if they
don’t have a Social Studies exam in third grade.
Kudos to Stacey Herrick (@Herricks_Hokies), Heather Long, Kelly Skinner, and Amanda Mayfield for implementing this project!
Want to learn more about the project?
Here is a two page overview. Here is the writing assessment. Here is a link to the sixteen videos created by the students.
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