1. “Get one generation as the “tested generation,” and we’ll have a bunch of educators who cannot effectively imagine an alternative.”
of high-stakes testing are pressuring teachers to change both their curriculum
and teaching to match whatever is on the tests.
creative input or decision-making on the part of the teachers.
Court tells teachers exactly which page to be on each day as well as every word
and line they are allowed to say while teaching reading, all in preparation for
the high-stakes testing.
by policy makers, administrators, and textbook manufacturers to be so unskilled
and inept that they need to parrot the prewritten curriculum in order to be
6. If a student had a question, the SDI instructed teachers to
repeat the script just previously read.
7. Stifles creativity and dynamism. Muffles the voices of
teachers and students.
8. Disregards professional content-area expertise and knowledge
of students, communities, and cultures.
9. There’s no actual teaching required. It’s like instant
10. Encourages teachers’ submission instead of engagement, and
pedagogic alienation instead of responsibility and connection to what happens
11. Policy makers’ agenda for teachers is to take authority and
judgment away from teachers, while structuring teacher pay schemes and
pedagogies to hold people accountable for implementing plans
12. Teachers thus bear huge amounts of responsibility for
student test scores, but they aren’t being allowed to take responsibility for
13. Education policy assumes that teachers are incompetent and
unqualified to engage children in learning about the world.
14. High-stakes testing has utterly failed at increasing
achievement anywhere close to the levels of other high-performing nations.
15. High-stakes tests are ineffective at accurately measuring
both teaching and learning.
16. Teachers are not mindless robots programmed simply to
perform the next pedagogical task on the educational assembly line.
17. Curriculum that is rooted in a politics of social justice
and student engagement. Teachers 4 Social Justice (T4SJ)
18. Shortcomings in terms of race and multiculturalism (Educators’
Network for Social Justice (ENSJ)
19. Teachers want to be active participants in their own
pedagogy. They want to be engaged in the development of curriculum that is
meaningful and important. Paying attention to students’ communities and
cultures, and teaching in ways that encourage students to take up pressing
social and ecological issues.
Source: Au, Wayne.
(Spring 2012). Playing Smart, Resisting the Script, Rethinking Schools, 26(3).