Scenario
Ms. Ridge, a math teacher at Crestmoore Academy High School, is worried that many of her students may join a social media-driven movement to skip or randomly answer the math team benchmark, the district end-of-course exam, or state PSAT/SATs. The movement, promoted by students and families, argues that excessive testing is unnecessary, as many exams are no longer used for college admissions. While Ms. Ridge questions the reliance on standardized tests and their impact on student mental health, she is concerned because student scores affect her evaluations and past bonuses. Frustrated by the pressure to teach only high-level courses to improve scores, she shared an article about the opt-out movement online, which quickly gained attention with 20 reshares within an hour.
Fact-Based Statements of the Teaching Dilemma
In the educational sphere, numerous problems and dilemmas require closer consideration. This process provides an opportunity to gain a better understanding of the seriousness and importance of the issue, as well as the parties involved and their contributions to the area under discussion. The case study presents a pedagogical dilemma related to the use of students’ performance to assess the success and effectiveness of a teacher’s activities.
The case study that is the focus of this paper presents a dilemma regarding the relationship between student achievement and teacher performance and effectiveness assessment. Hence, the first stakeholders involved in this problem are directly education providers. Currently, according to established rules, many schools offer teachers bonuses and privileges based on their students’ performance indicators and exam results.
Learners, as the other party involved, in turn, increasingly adhere to the opt-out movement. This movement is based on the influence of social networks on students’ desire to take the necessary exams. The main reason is that some of them are useless when applying to college or university.
It is worth noting that the followers of the discussed movement are not only students but also education providers. Research stated that “many opt-out participants indicated that their primary reason for opting-out was opposition to the use of tests to evaluate teachers” (Clayton et al., 2019, p. 4). Several critical factors contributed to the formation of the dilemma under discussion. First of all, it is the cultural influence that is represented in the promotion of this problem on social networks. Moreover, standardized testing has become another factor that has lost its effectiveness in the educational system over time.
Potential Solutions to the Dilemma
Based on the highlighted information, several potential responses to the dilemma can be proposed. The first is revising the existing standardized testing system to adequately and effectively assess students’ abilities without worsening teachers’ workload. This aspect is supported by critical pedagogy, which emphasizes the importance of social justice in education. An alternative is also the introduction of a new assessment method that will involve several approaches. This aspect will provide an opportunity to obtain a complete picture of students’ academic performance and will be supported by the constructivist theory, which emphasizes the active role of learners (Jančič & Hus, 2019).
The third answer to the dilemma may be to focus on teachers’ professional development, which will provide opportunities to improve the interaction process with students and the decision-making process that satisfies both parties. This aspect will be compelling because culturally responsive pedagogy focuses on creating culture in the educational process (Banks, 2021). Implementing these measures can positively impact the resolution of the problem under discussion.
Personal Response to a Similar Dilemma
When facing a similar teaching dilemma, my response would be to pay attention to how students’ perceptions of testing change. First of all, it will raise awareness of the importance of passing the tests included in the program. Moreover, according to culturally responsive pedagogy, it is necessary to focus on students’ personal experiences. That is, realizing that it is impossible to rebuild the training and testing program in its entirety, it is necessary to focus on fostering understanding between teachers and students.
References
Banks, J. A. (2021). Transforming multicultural education policy and practice: Expanding educational opportunity. Teachers College Press.
Clayton, G., Bingham, A. J., & Ecks, G. B. (2019). Characteristics of the opt-out movement: Early evidence for Colorado. Education Policy Analysis Archives, 27, 33-33.
Jančič, P., & Hus, V. (2019). Representation of teaching strategies based on constructivism in social studies. International Journal of Innovation and Learning, 25(1), 64-77.