I wasn’t born a test taker; instead I himmed and hawed over every single possibility of multiple choice answer, overanalyzing the test makers intent, knowing that there often was more than one correct answer. In Denmark, essays were the way we were judged, and yet, I knew that somehow I had to conform myself to whatever someone had decided was the proper way to analyze, summarize or infer. Whatever the method, the result was always the same, never as good as I wanted even though I had done all of the supposed right things to score high.
Now with the release of the new test results once again labeling the US as “average” at best, I wonder, how this will affect my students; our future. What new initiative will be developed in a hurry to push, push, push our students harder. Perhaps Saturday’s will become school days after all so that we can study for the test. This obsession with testing and labeling, always ranking, as if those tests had something to do with the future success of these children. They don’t and I tell my students that. Testing is just a snapshot of where you were at that moment in time, how well-rested you were, how focused, happy, engaged. Not a true view of what you really know, what you are capable of. Testing does not determine your future job, spouse, creativity or happiness.
I don’t want to teach to the test. I don’t want to make students into test takers. I want to help them become better, more creative, engaged, discover their talents, hone them, support them, inspire them. I want them to discover many possible ways to answer questions, not just conform to the one chosen by someone else. I want them to question. I wasn’t born a test taker but I became one. I hope to spare that fate for my students.
Pernille Ripp 
Love it, but I have no idea how this could possibly be done with the current push on standardized testing. Do you think people will "wake up" and realize the tests aren't as high and mighty as they claim to be? I hope so, but I doubt anything is going to change any time soon.
I feel this way, too, and it makes me sad. I taught a student whose mother had abused drugs while she was pregnant. This student often struggled to cope in the classroom and with her daily life. When we prepared for standardized tests, she worked so hard…and would fail. On this particular year, as a student in my class, she failed by a very thin margin. Over all, the test showed amazing growth, but her best wasn't good enough and it really hurt both of us. I hated to see her hard work diminished into a meaningless number.
Thank you Laura for your insightful comment. Yes, it was what we envision and passionately believe in, but will we ever be able to change the way we have to teach? I hope that by banding together and showing other methods that work to delve out a meaningful education, those people that seem to make the decisions wil let us.Doceo, this is something we have been discussing I. Our school ad well. We know that our yearly standardized test is not a formative assessment that will help us see the growth, we have to come up with our own measures to show those students that they have grown. I fear, too often, students only see the below abergae score and do not realize how much growth they have had. Thank you for sharing your heartbreaking story.
Thanks for sharing your insight and personal story. I was born a test taker, yet even with all the trivial knowledge I hold, I still struggle with certain tasks that require deeper inspection and thought. This is what I want my students to avoid. Ironically, it is what you and I are asked to do. My district has benchmark tests every 8 weeks and the annual state test which are frustrating many good teachers but we plod on and try to do our best. As we continue to teach we will be the change we want to see in our students. Just one question, how long before all the "veteran" teachers are gone?