How ironic that the welcome spring robins after such a difficult winter should also herald the first MCAS testing here in Massachusetts! Tuesday, March 22, marks our first assessment, the Grade 4 "long comp" assessment of writing. While some children may worry, teachers are attempting to reassure them all. All the work so far means that the time has come for the children to impress the evaluators with their skill and thoughtfulness. Rest, a hearty breakfast and a positive attitude is all they will need. Tuesday 3/22 is Grade 4 Writing, followed by Grade 3 on Wednesday, 3/23 and Thursday, 3/24. The following week begins with Grade 5 on Monday 3/28 and Tuesday 3/29, and more Grade 4 on Wednesday 3/30 and Thursday 3/31. Each of these assessments focus on English Language Arts. Later in the year, we will also be assessing the children in Mathematics, and for Grade 5 only, in Science.
This year, the Cunniff has focused particular attention on the clarity and precision of children's written expression. And while preparing for the MCAS does not drive our program, we have taken our MCAS practicing seriously in the past several weeks. We are now in the last stages of training- one last run up Heartbreak Hill before the Marathon that is MCAS. Happily, teachers working on their last MCAS practice today are very enthusiastic about the descriptive language and rich details they are noticing in the children's work. Whether or not the scores show dramatic progress, our teachers recognize the gains the children are making. Now is no longer the time to train, but to assess for ourselves, teachers, parents and students alike, where we are and what our next step might be in developing strong, clear written communicators. Perhaps, as with marathon, now is also the time to do a little mental "carbo loading" before the big race.
Educators and non-professionals alike readily debate the "self-esteem" issue. Do we do our children a disservice by ensuring that every child wins something in every contest? Or is it better to let children learn how to handle defeat and therefore push themselves to achieve more? In the midst of this thinking is what we know about children's beliefs about themselves and their willingness to persevere in the face of a difficult task. Many researchers, such as Carol Dweck, who studies the relationship between motivation and learning, or Donald Meichenbaum and Andrew Biemiller, educators who write about the beliefs of high performers versus those of under-achievers, all agree that children who believe that it is within their power to reach their goals are much more apt to do just that. As we prepare our students in these last few moments before they sit for the MCAS, we would do well to remember the lessons from research: tell the children we believe in them all; point out to them the many ways they already show us that they are succeeding; and remind them that all their practice means that they have tremendous potential for scoring well on any assessment. We all need to stoke their mental fires with that last little bit of well deserved praise for the hard work behind them so that they will have the mental energy for the tasks to come.
While the debate about high stakes testing and the need to hold a high bar that may continue, now is the time for one last burst of confidence. And, of course, a good night's sleep.
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