Time of year where we are sending home statements about what our students learning goals for the year are. As these are reports going home, they must include a statement about National Standards and be in plain English. Personally I prefer my English in pink and purple polka dots but I digress.
I’ve had a number of problems National Standards in the past but now I’m having to make an overall teacher judgement about whether I think my kids will be at standard by the end of the year I’ve run into a huge set of ethical dilemmas.
There are a few kids in my classroom who without any real input from me are already at standard right now. If National Standards measure success, then what is our system telling the kids who are already there? You’re deemed to be at where you should for your age now put your feet up and watch the year go by. At the other end of the spectrum there are a few kids who even with a herculean effort are unlikely to be at standard by the end of the year. I can’t think of anything more demoralizing for a kid, or anyone really, then being told at the start of the year that even if pull out all the stops and work harder than they ever imagined, you’ll still be below standard at the end of the year.
Yes I realize that standards are supposed to be aspirational and I should have high expectations of all my students, but this needs to balanced by principles of honesty and fairness. Yet even the principle of honesty must be couched. When I hear of stories of children in tears about being labelled below standard and how distressing this must be for some kids and some parents I know I need to be careful when giving those cold hard facts. And it this judgement without context which is the reason why a lot of teachers loathe national standards.
Yet I realize that these feelings aren’t the same for parents.
Last school reporting season I watched my facebook feed light up with friends proudly mentioning that their kids are above National Standards to know that the standards do mean something to parents. A safeguard that yes my kid is doing ok, or no my kid needs help.
But the parents aren’t the only people who read school reports.
As I’m writing my comments and making my judgements on these statements I’m very aware of my student audience. That audience is the reason why I’ve spent more time this weekend worrying about whether or not the kids in my classroom will meet National Standard at the end of the year than I have on identifying their next learning steps or even planning for next week’s classes. In short I’ve spent more time worrying about where the kids are according National Standards than I have working out where they need to go and how we are going to get them there.
I know I shouldn’t over think these judgements but it is such a big call to stick a label on kid.
People outside of the education sector seem to assume that there is a definite line in the sand between the kids that are achieving or not. However even with the wealth of assessment information my school has on each child I still feel like I am performing nano surgery with a sledge hammer when it comes to making a judgement on national standards for some children.
For a number of children the weight of the previous teacher judgements weights heavily on my mind especially if the evidence I have supports an entirely different conclusion from a child’s previous report. The previous teacher might well have made a mistake. I know despite asking for the advice of others, there will be kids I have made an error of judgement on. This doesn’t make them or me a bad teacher. In fact it doesn’t make us any different from any primary teacher in New Zealand.
Because the bigger mistake that has been made is thinking of learning as a product rather than a process. And it worries me greatly that these labels are detracting us from the conversations we need to be having over a child’s next learning step. Despite arguments to the contrary, assessment isn’t a science and should not be treated as such. A guide to be sure, but ultimately like all measures of the human mind entirely fallible by our innate individuality.