Doug Christensen on Classroom-Based Assessment

I have found that in schools where classroom-based assessment is led by teachers in collaboration with their administrators, that cultures develop where personal and professional renewal lives and thrives. I have found in schools with classroom-based assessment to be places where passion is back and it is welcomed. I have found that classroom-based assessment creates places where the passion is back and in these schools it is okay to be passionate about our work; our profession, our kids--all of our kids. And, I have found classroom-based assessment to create places where the professional spirits of educators can thrive and places where their hearts embrace each child and every child. Aren’t these the kinds of places where all of us would like to live and do our work?

I can tell you that even though I am considerably removed from the classroom directly, this work has impacted me as well. I have never been so enthusiastic about our work. I have never been so anxious to see it fully evolve into these new places and these new futures.

There are more new places that are now possible for us but would never have been possible had we opted for the world of state-level testing that is defined by centralization, standardization and high stakes. Standardized high-stakes testing creates cultures that literally suck the oxygen out of the work. There is no oxygen in high stakes testing, There is no place to live and grow let alone be alive and thrive. There is no place for the hearts and souls of educators let alone the hearts and souls of the students.

The culture of high stakes testing is toxic. It not only takes the oxygen out of the work, it also makes all the wrong things important, as if they are the right things. For example, high stakes testing treats students, teachers and data as “commodities” to be manipulated as variables in some kind of strange economy or in some perverse experiment. In addition, I believe high stakes testing freezes the current system in place treating current practice as if it is good practice and practice that should be continued even though the whole point of accountability is to improve the system where a lot of current practice does not work. High stakes testing standardizes the current schooling model assuming it can work for all students, in all settings and under all conditions and we know that it does not and we know that it cannot. High stakes testing prevents the very innovation we should be encouraging.