Why standardized tests have value

We've lost count of the number of people who have asked: "Do we really need standardized tests?" The answer we always give is: "Yes, but…"

Schools and districts must have a comprehensive assessment system in place, which includes different types of high-quality standardized tests, and a plan for communicating the value of that system. Without these elements, time spent administering, analyzing and using the resulting data is wasted.

As a first grade teacher at Holy Family Catholic Schools in Dubuque, Mrs. Rambousek did not immediately see the value of the standardized tests used in her classroom, where 56 percent of her students were falling below grade level in reading at the start of the school year. At the end of the semester, Mrs. Rambousek received her students' reading scores from the Iowa State Assessment; more than 50 percent remained below proficient. Determined to make improvements to her students' learning, she was disheartened to see so many still falling behind despite her hard work.

Fortunately, at the beginning of the same school year Holy Family added Measures of Academic Progress Assessment (MAP) into their comprehensive assessment system. When Mrs. Rambousek was able to overlay the results from her students' MAP scores — which tracks growth over time — with Iowa State Assessment results, a light bulb went off.

She saw that although many of her students were still reading below grade level on the state assessment, 92.3 percent of her kids' reading scores increased by 163 percent on the MAP test. The information revealed her students were indeed making progress. What's more, she understood the value she provided as an educator. Her students were reading at higher levels than ever before.

It's not just students below-grade level and their teachers who experience the benefits of a comprehensive assessment system; gifted students and their families also benefit.

The parents of one student at Dubuque Community Schools saw their son wrestle with his more advanced math courses as he transitioned into a new school. His parents were concerned he wasn't making progress, but by comparing his benchmark scores to his growth scores over time, his family was given an entirely new perspective of his achievement.

As many teachers, school leaders, students and parents will tell you, a comprehensive assessment system is critical for providing the information needed to improve classroom instruction and support learning.

This perspective, however, has been drowned out in the debate around assessments in Iowa and across the country, where anti-testing dialogue has overtaken the conversation. We're not arguing there isn't a need to evaluate the number and quality of the assessments in our schools. But high-quality assessments should be used as part of a complete assessment system. We've seen their benefits.

To guide instruction and improve learning, a complete assessment system must include the tools teachers need to improve instruction. Assessment data must show student growth over time and adapt to a student's level of understanding. Assessment results must be easy to understand, so teachers can tailor instructional choices based on those results. And everyone from teachers and students to parents and community members must have the background knowledge and support they need to understand the types of assessments and the value they provide. We are all in this together — for our students.

CHERYL WERNER is district Coordinator, Dubuque Community Schools and TODD WESSELS, director of curriculum and technology for Holy Family Catholic Schools in Dubuque. Contact: chwerner@dbqschools.org and twessels@holyfamilydbq.org