It’s May and school tests are in full swing all around me. I work as an assistant in a year 3 class at a London prep school and we are quite familiar with testing. Every week there are spelling, mental arithmetic and problem solving tests. This week is a little different however. In addition to the usual tests, the children have done assessment papers in maths and in creative writing. All these tests and assessments are used to check how well the children are learning and to spot any areas of weakness that can be improved. This is a great help to the teachers in writing their end of year reports for each child.
Although the class size is comparatively small and the teacher has gotten to know his pupils very well, tests are still necessary to get a more detailed picture of how much each child has learned. Despite knowing the children really well, the class teacher still gets a surprise or two when marking the tests. “Robert”, the boy who clowns around in class to hide his academic insecurities, has done surprisingly well in quite a difficult test. Confident and cocky “Percy” who usually sails through all his tests has found this particular one quite challenging.
Yesterday I was asked by the class teacher to pore through the test data for one particular pupil and to make a note of all the tests where that child scored below a certain mark, and then to list the topics of each of these tests in order to try to identify any pattern. With this information, the teacher hopes to get a better understanding of where the child is struggling and to be able to devise appropriate strategies for him.
Without all this test data the teacher would have to rely mainly on his own observation of the children in class, an imperfect way of assessing how much they are learning. Even with the best intentions in the world, teachers can fall into the trap of bias. It is human nature to make mental judgements about people and all subsequent assessment can easily fall prey to the influence of these initial judgements. This article by Daisy Christodolou explains teacher bias very well. Interestingly, it is children from disadvantaged backgrounds who are most likely to be affected negatively by it.
My year 3 class is not alone in getting tested this week. Throughout the country, year 2 and year 6 children are doing their SATs tests. There has been an outcry against these tests in certain quarters, with some parents going as far as stopping their children from going to school in a protest “strike”. My son is in year 2 and he too will be sitting SATs tests next week at his school. I initially had misgivings about the tests. Now I welcome them and here’s why.
My son is a bright boy and doing well at school. His teachers are satisfied that he is achieving what he needs to for his age and are not, in my observation, particularly motivated to stretch him any further. I suspect he could be doing a lot better. Out of curiosity, last week I downloaded sample SATs papers and sat him down at home to do them. He scored to level 2a (the top end of what is expected for his age) but struggled a bit in the level 3 paper. We went through this paper together and I made a note of the main areas of difficulty.
Every day for the past week, we have practised together for no more than 20 minutes some of the level 3 types of questions. Yesterday, my son made my day when he exclaimed: “I really enjoy these maths questions now!”. He has noticed that he finds maths a lot easier now and I no longer hear him say he is rubbish at it. In the space of one week, he has improved noticeably. I will give him another level 3 paper at the weekend and I suspect that this time, he will find himself much more capable of doing it. We have achieved all this progress in the space of one week because of a test. This supposedly stressful test has boosted my son’s confidence. It allowed us to identify his areas of difficulty and to target them successfully.
If this kind of improvement can be achieved with other pupils at the national level through testing, then we should be welcoming SATs tests, not reviling them. In fact, I would go further and say there should be more frequent testing in schools. It should become a normal, common thing to do. The more often children have tests, the more familiar they become with the process and the less likely they are to be stressed by them. A one-off big test can loom high in some sensitive children’s minds but a low threat, high challenge set of regular tests would be a less scary proposition. There is a further advantage to testing. Research has shown that tests are a better way of retaining knowledge than studying. By giving regular tests, we can help ensure that whatever the children learn gets remembered and not forgotten. Win win all round.