Tasks Week #3

Article 3

Journal Reflection
Title: The Assessment of Thoughtful Literacy in NAEP: Why the States Aren’t Measuring Up

Authors: Anthony J. Applegate, Mary DeKonty Applegate, Catherine M. Mcgeehan,

               Catherine M. Pinto, Ailing Kong

From researched based journals like the one above, it seems that there is a conflict between required State tests and the reading abilities associated with the National Assessment of Educational Progress.

 It is said often said that teachers teach for the required State tests.  Teachers face a multitude of challenges such as English language learners, children with behavior disorders, the planning for differentiated instruction to accommodate student’s needs for academic achievement.  How much time does a teacher have to implement instruction or the understanding through conversational and a higher level of thinking?

As student teachers it is sometimes clear for the correct path teachers can take.  I will try to give a clear example using architecture; if it works on paper structurally it can be built.  The design may not work but it can still be built.  However, the house that was built before the architectural approved plans, the structure is often hidden from view as the design is visible.  Therefore, the architect will make an educated guess that is proven by mathematical calculations in order to predict the required structure, but often in the field structure is undersized and needs to be corrected.  This example is much like successful teaching, we know what we need to do, and the question is how does it work in the classroom or out in the field?

Reading comprehension should be more than the memorizing or reciting of detail by looking back to text for answers.  The reading abilities associated with the National Assessment of Educational Progress are meant to increase students understanding through a higher level of thinking that includes a thoughtful response as the reader uses their previous knowledge and experiences.  Test scores have elevated, but is that only a result of the lowing of testing standards to meet the requirements of the “No Child Left Behind Act”?