Testing Too Much?
A Principal's Guide to Cutting Back Testing and Reclaiming Instructional Time
By (author) Philip A. Streifer, Barry Sheckley, Richard Ayers
Not available to order
Publication date:
17 May 2017Length of book:
176 pagesPublisher
Rowman & Littlefield PublishersISBN-13: 9781475833683
There is too much testing in American Public Schools that is robbing teachers of valuable instructional time. Some of it is mandatory, but the vast majority is not, and under the control of districts, schools and even teachers to reduce. Testing Too Much? provides a rationale and set of three models to use in cutting back on testing to reclaim valuable instructional time. It also includes a high school case study describing how the themes proposed in the book can be accomplished. Instructional time is a complex subject that is discussed in detail and the underlying research why it is so important, especially for disadvantaged children. To address how best to cut back on non-mandated testing there is a chapter, written in plain terms, on how to judge the value of a test. Three models are then discussed on how to approach cutting back on testing by as much as 25% that can recapture as much as ten days or more of instruction during a typical school year. The goal of the book is to help school leaders and teachers find ways, amongst current local testing practices, to cut back, improve their instruction and the educational experiences of their students.
Phil Streifer has written an important book that challenges the way we’ve organized the work of school systems for a generation. While the standards and accountability movement has led to a collective understanding that we need to serve all children – especially the most vulnerable – at a higher level, Streifer asks whether we’ve gone too far. His experience in higher education, the private sector and the superintendency gives Dr. Streifer a unique perspective to question the status quo, and more importantly, propose viable alternatives. While assessment and metrics are certainly necessary to gauge the progress of schools, Dr. Streifer makes a clear case that they’re not sufficient if we want to achieve new levels of success in American public education. Testing Too Much is an important book for practitioners, policy makers and advocates for public education.