I wasn’t prepared for it really. Wasn’t prepared at all. When the results were unveiled and the cursor moved down the Smart Board showing individual achievement results and my child’s name slowly rolled by- I wasn’t prepared for what I was about to see. Wasn’t prepared for the label, the category she was pegged in. I wasn’t prepared at all really. And as much as I dislike standardized testing on my kindergarten students- having fought to have the richness of their stories brought to bear on the results of recent moderated student writing, it really hits close to home when your own child comes up having not met grade level expectations. It brings the dislike to a whole new level.
Thinking about students and standardized testing. These two quotes from Clandinin and Connelly (2000) really put things into perspective for me tonight. Here’s the first quote:
“We take for granted that people, at any given point in time, are in a process of personal change and that from an educational point of view, it is important to be able to narrate the person in terms of the process. Knowing some of the immediate educational history of the child- for instance, the lessons recently taught, as well as the larger narrative history of each child as that child moves from what was, to what is, to what will be in the future- is central to narrative educational thinking” (Clandinin and Connelly, 2000 p. 30).
And this one as well:
“In narrative thinking, an action is seen as a narrative sign. In our case, we intended that curricular actions be interpreted as classroom expressions of teachers’ and students’ narrative histories. For example, a child’s performance at a certain level on an achievement test is a narrative sign of something. It is necessary to give a narrative interpretation of that sign before meaning can be attached to it. Without understanding the narrative history of the child, the significance or meaning of the performance, the sign, remains unknown. Student achievement on a test does not in and of itself tell the tester or the teacher much of anything until the narrative of the student’s learning history is brought to bear on the performance” (Clandinin and Connelly, 2000 p. 30-31).
So with that in mind, here’s what people who decide those expectations don’t know about my daughter.
Her smile can light up a room.
She’s a loving friend, a loyal listener.
She loves to bake, invent, explore, create, move, dance, play and read.
She is wonderful with children.
She has an ear for music and is learning the trombone.
She loves to work with hair and can create braids that fall hopelessly apart in my hands.
She just made the volleyball team.
And what’s more: she might not have met expectations of some remote board who have determined that certain standards must be brought to bear, but I can say for fact that she liked that math class. She liked her teacher, loved her classmates, enjoyed the work and she never, ever complained.
She studied, worked hard, did her best and in the words of her teacher “did well’. And confusingly, got great grades all year long.
And if her story were to be factored into those cold numbers that represent her on that isolated test representing one moment in time, there would be so much more to show for the amazing life that story of her’s represents.
She might not have met test expectations, but she will forever exceed those of her father and me.
We love her to the moon and back. We always will.
And we’ll always be proud of our little girl.