AVReading Newsletter May: All Tests are Reading Tests

 Over the last few years, as our school has participated in curriculum planning with teachers from across the district, we have been a part of a number of discussions around assessments and what are the best ones to use.  One relatively frustrating (and ongoing) debate is about the role of tests in assessing students.  A number of educators have pushed back on the use of any type of test to assess students-- more specifically within Language Arts classes.  They argue that tests don’t truly capture what a student knows or understands and that the traditional structure, organization, and language of those tests disadvantages students from non-dominant cultures.
    Of course, all of that is true.  Tests should not be the only means by which we assess what students know.  And we should be aware of the biases that often disadvantage some students because of linguistic or cultural differences.  However, I grow concerned when our curriculum has absolutely no summative tests included nor does it have any type of test prep or test skill lesson to help students.  One of my biggest worries is that in avoiding all tests and related skill building activities, we actually perpetuate inequalities.  The truth is that many of those white, middle class families will provide their students with that help outside of class, whether that is private tutoring or the purchasing of test prep materials.  And since the language and vocabulary of the tests are already more common for this group of students, we essentially leave our other students behind when we don’t offer them access to these skills.  
    In recent years, I have started to work more of these assessments into our classes.  They aren’t the only summative assessments I offer, but I do include at least one a trimester so that I can work with students to build their linguistic muscles around these tasks.  We study test words.  We discuss testing strategies.  I use question stems from both MCA and ACT items.  All of which is to help students become more familiar with the language and process of testing.
    I’ve also started to use these tests, and the lead up to them, as opportunities to further develop reading skills.  It goes without saying that regardless of the content area, virtually all tests are reading tests since the predominant mode of assessments is through the written word.  With this in mind, I don’t hesitate to turn a test item into an opportunity to re-enforce a reading skill.  
    So for example, I will offer a passage from a text along with a brief explanation of what it means to infer something from the text. Then the item below the passage will ask the reader to apply that skill to the passage.  In some cases, I’ll do the inverse of that.  I’ll explain the concept of inference, offer a passage, explain the inference, and then ask the reader to choose which of the phrases or sentences support that inference.  
Here are some ways that you can maximize your use of assessments.
    Fillers  Completing practice items are great fillers-- either at the start or the end of class.  I like to mix it up. Sometimes, I’ll print them on slips and have students work on them individually.  Other times, I’ll put them on the board and have students work in pairs or groups.  Sometimes, we will do them as a quick walk-n-talk.  Sometimes I will have them explain why the various distractors are incorrect.  
    Beyond Comprehension  Challenge students to think beyond simply what the texts say.  Have them consider elements like what they can infer or why an author chose to include a detail or to use a specific word choice. It is also good to have them consider the structure or organization of information within a passage.  
    Use Paper I am returning to the use of paper for some of these lessons and activities.  For example, for book tests, I require students to take notes (either post it note annotations or Cornell or concept maps) and then I both allow them to use those paper notes on the tests and will even give them a few extra points to pad their test scores as a way of promoting good academic skill practices. 

Find the full newsletter here. 

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