Creativity Lost: The Other Side of Testing Jennifer Cleary Tiffany Underkoffler

Purpose The purpose for this paper is to describe the impact that high-stakes tests have on creativity in the classroom.

ACTIVITY

STUDENTS’ OPINIONS Jenn’s Fifth Grade Class Tiffany’s Fifth Grade Class

Research David Thornburg’s (2001) states research proves that standardized tests only “freeze” the perception of learning on isolated facts that can be unambiguously answered through multiple choice questions.

Research Thornburg suggests three questions for educators to ask themselves about the test. 1. Does the test measure anything of lasting value? 2. Are there important skils that these tests don’t bother to measure? 3. Are there more effective ways to find out if students are actually learning?

Research Donald Graves Criticized tests because of the massive emphasis that is placed on the outcomes of these tests that will lead to teachers spending enormous amounts of time preparing the students to take the test instead of teaching. (2002)

Research Shows most educators agree testing is not the only way children learn Common effect for teachers is to narrow curriculum and reduce instruction to test prepping. (Thompson 2001) Shows that educators should be more interested in students who produce high-quality work than students who have mastered the ability to take standardized tests.

Research 83% of teachers fear they will end up teaching to the test (Lewis, 2001) As a result of the tests, teachers have made significant instruction changes, which will impact their creativity in the classroom.

Context Jenn’s Story Tiffany’s Story

Conclusion The popular trend is to test so students can be evaluated, schools can be ranked, and compared to neighboring schools. Time will still continue to be a massive restraint against teacher creativity. With the pressure to cover so much information, teachers limit their creativity. Students lose the valuable time of expression and exploration.

Conslusion As educators, we understand that testing has its merits but when it affects our freedom as teachers, we must find alternative ways to teach the information without feeling failure.