PSSA’S 2008

     March 31 through April 7 was the most recent edition of high stakes testing in the state of Pennsylvania. This was the block of time devoted to the administering and completion of the state system of assessment and although the results of these tests won’t be known for months, there is already much that has been learned. For example, the state of Pennsylvania created the six day window to allow for completion of the six tests (3 mathematics and 3 reading). However, it does not not mandate that all 6 days be utilized.

      Some districts within the state set aside all six days for testing. The belief is that students will perform better on these tests if they are not over-burdened with taking multiple tests each day (ie mathematics in the a.m. and reading in the p.m.). Other districts however, embrace the multiple tests per day philosophy. As a teacher I have been privy to both types of testing formats. My district initially employed the multiple tests per day format before switching to the single test per day process. After experiencing both types of methods I feel confident in supporting the two tests per day format. 

      First off, I believe that our advanced and proficient students will do well under either format. It is those students currently at basic or below basic (in relation to their results) that need the benefit of the best or most efficient model of testing. From my experience that is the multiple tests per day process. I believe this is so because of the reason that some administrators and teachers support the single day method: student strain. I believe students (children) have a limited capacity to expend the mental effort necessary to do well on these tests. Because of this extending the time frame allotted to take the tests actually becomes counter-productive. Under the two tests per day format, by day three students are almost done with test taking. Under the one test per day process, they are just getting started. And if you believe in the idea that the mental energy expended in taking these tests is not unlimited then you might agree that the two tests per day model is actually hurting student performance on these critical tests and not helping. By forcing our students to focus and grind-out their best performance for three days rather than six, I believe school districts will more frequently see the results they were hoping for than under the one test per day model. Hopefully many school districts will embrace this line of thinking sooner rather than later.