Today’s “Point of View” was submitted by William Schmidt, a student from Schalmont High School. It is the transcript of his remarks given at the “Save Our Schools” advocacy event that took place at South Colonie High School on February 26, 2015.
Tonight, I’ve been asked to speak of my experience with the changes in testing policies in my school and in New York state, but first, I’d like to briefly introduce myself. My name is Billy Schmitt and I enjoy school. For me, education helps feed my love of learning and intellectual curiosity for the world. I relish the insights on humanity, science, and history that occur as we discuss sociology, human biology, and politics. I’m not the only one who has noticed the value and excitement of discussion and learning- I have several peers who commented on how thrilling and enjoyable a past class dialogue on social inequality was. However, this environment is increasingly being threatened by the number of tests I take and believe me, I’ve never heard “enjoyable” and “test” in the same sentence.
I’d like to highlight the evolution of testing I’ve seen in my school. When I began high school as a 9th grader in 2011, there were only two major assessments to take for each class: the midterm and final exam. Let’s look at a theoretical freshman entering high school today. If he’s lucky, he has six, maybe seven classes. Over the course of one year, he must take a pre-test, a mid-term, a post-test, and a local assessment or final exam. That’s approximately four major exams per class, over 20 tests in total, all of which, except the pretests, weigh significantly into his grade. Keep in mind this doesn’t include the smaller tests, quizzes, papers, and projects to check his learning on plate tectonics, polynomials, or Ancient China that are taken several times throughout the year. Clearly, tests dominate education.
What is the purpose of tests? To gauge how much students have learned? If this is the case, then how we can learn when we are drowning in a flood of assessments? When an English pre-test takes two days to administer, that’s two less days I have to learn the intricacies of how to craft a strong argument or to understand how to properly format a formal research paper- skills I’ll clearly need later in college and my career. Remember, those two days lost are the result of just one test out of the dozens that will have to be taken throughout the year.
Furthermore, the pre-test in particular seems superfluous. Why must I take a test to understand what I don’t know? Wouldn’t it be more efficient to take that time to learn that information I don’t know? In addition, it’s a rare case that a student takes the pre-test seriously. We know the pre-test doesn’t factor into our grade. We know that we don’t know anything about chemistry, so we fill in all the A’s on our Scantron. Basically, we get a day to make sure we color within the lines of the bubble marked “A”.
Yet, the pretest isn’t the only test that detracts from my education. At the end of the year, we spend many days in review for the post-test and final we must take- tests that not always, but sometimes look very similar. Some of this study time, while imperative to make sure we get good grades, could otherwise be used to further our learning and to hone our college and career readiness skills. I don’t blame my teachers – I’d want to spend as much time as I could reviewing if it determined my future. As a student, I’m thankful for these days of review because I also want a good grade, but think for a minute of the lessons that could be taught and learned in that time.
I’m asking here today for lawmakers and educators to work together to take another look at these testing policies so that I can experience more epiphanies that come from a fruitful class discussion, so that I can learn the mathematical formulas, psychological theories, and writing techniques that will help me navigate college and the workforce. Please, let me learn – and enjoy the process – instead of stressing over the tests I must take.