The danger of teaching for 'tests'

The Editor, Sir:

As an educator for more than two decades, I have spent a lot of time observing how parents and their young children respond to the pressures brought on by the anticipation of tests, particularly those set by the Ministry of Education. Teachers are not excluded from this drama and associated pressure.

At many Jamaican schools today, there are many parents who totally withdraw their children from all extra-curricular activities in an attempt to have their children achieve "mastery" in state-run tests.

We are all aware that children develop intellectually, emotionally and physically through proper engagement in the extra codal activities, but with the onslaught of these exams, and the level of seriousness that is attached, there is no hiding that these once cherished activities will become obsolete.

In light of the pressures placed upon the shoulders of teachers to "perform" at all cost and under extremely difficult circumstances, many teachers have resorted to what is referred to as "teaching to the test". In other words "drilling" the children with those subjects that the Government tests, while disregarding the others.

DRILLING IS NOT AN OPTION

In the 21st century, there is great demand for persons who possess critical-thinking skills and persons who are problem-solvers. With all due respect to those persons involved in producing and administering the Grades Three and Four Numeracy and Literacy exams, the extent of drilling in the primary schools has become so widespread that the Government might be forced to rethink its position and abolish these examinations. I know too many stories of teachers abandoning the curriculum and teaching only the two subject areas that are required for testing by the Government. Incidentally, I think that the primary curriculum is a good one that can match most around the world today, but we as educators are not making the best use of it.

On a daily basis, talents in the arts such as dance, drama, speech and sports are being stifled because of inadequate time left available for the young children to be engaged in these areas of human development. One wonders what is going to remain in terms of the transmission of our cultural heritage, by the time these children grow up to become the adults in society.

I must make it clear that I am a firm believer in high standards and working hard to achieve them, but I also understand that there is much more to the development of a person than merely achieving "mastery" or "non-mastery" as they are called. What is becoming of the teaching of morals, values and attitudes, much of which has been neglected to facilitate "teaching to the test"? It is true that many of our primary-school children are not enjoying school as a result of the boredom brought on by the constant drilling and pressure, added by their superiors, to do well on the numeracy and literacy tests. Many have been conveniently falling ill on school mornings.

Studies have shown that countries that avoid administering state tests at the early primary grade levels, actually boast a higher literacy rate than Jamaica. In fact, we have struggled with a rate of below 50 per cent for a long time, while countries like Japan and Barbados, who do not administer these tests, are close to 100 per cent literacy.

A way has to be found to engender and enforce continuous assessment policies in our schools, while not compromising acceptable standards. Even if it means beefing up the national inspectorate, empowering them to make recommendations that will make it easier to remove and replace non-performing teachers and school administrators, or even suspending them for periods with half pay or no pay at all.

I am, etc.,

OWEN SPEID

speidowen@yahoo.com