The Alberta Teachers’ Association has correctly identified a problem but in doing so it has missed the bigger picture.
The ATA is worried about administering the province’s new Student Learning Assessments (SLA) for Grade 3 students. They say that teachers do not have enough time to administer and mark these assessments.
These concerns are well-founded. The SLAs were to be administered over a two week period and take up about four hours of teaching time. The ATA estimates that grading time would take about 45 minutes per student. With a typical class of 25 students, this amounts to more than 20 hours of extra work for each teacher.
This is outrageous, and it doesn’t take much digging to get to the root of the problem. The SLAs are another bad idea coming from the Alison Redford era. Astute political observers will recall that Redford won the Progressive Conservative leadership race largely by convincing thousands of non-PC supporters to take out party memberships and vote for her. Many of these were teachers.
Redford promised that she would scrap most of the province’s standardized tests and replace them with individualized learning assessments. Consequently, the Grade 3 tests have been replaced and grades 6 and 9 tests will soon follow. Redford is gone from the legislature, but her shortsighted policies, like this one, still remain on the agenda. Little did Redford’s enthusiastic union supporters realize that her SLAs would be a far greater burden for their members than the standardized tests they wanted abolished.
Instead of acknowledging the boondoggle it helped create, the ATA has focused on the teachers’ preparation time. The ATA apparently has no problem with scrapping well-designed standardized tests, and replacing them with inferior SLAs. But, now it realizes that teachers need much more time to grade them. In other words, they want school boards to simply give teachers release time from their classroom responsibilities to grade these tests.
Unfortunately, the ATA’s proposed solution treats the symptom, not the problem. Replacing end-of-year standardized tests with process-based assessments at the beginning of the year always takes valuable time away from the work that teachers and students should be doing. That is exactly what happened in Manitoba when the government scrapped the Grade 3 standardized test.
Instead of giving teachers more time to teach, the new process-based assessment at the beginning of the year resulted in significantly less time. When the Manitoba government introduced similar assessments at higher grade levels, even more class time was lost. Throughout this process, Manitoba saw its achievement levels in math, science, and reading decline more than any other province.
While class time is always valuable, teachers know that it is most valuable at the beginning of the school year. During September and October, teachers are establishing important classroom routines, getting to know their students, and introducing new concepts. By the time June rolls around, students and teachers are often ready for end-of-the-year exams, whether standardized or teacher-created, to help students remain motivated and focused.
In contrast, the new SLAs will take away class time at the beginning of the year when teachers and students are ready to learn new concepts. Then, if ATA has its way, substitute teachers will be in the classroom to give teachers the time they need to grade the SLAs. As a result, Alberta students will lose valuable class time with their regular teachers.
The ATA is right to complain about the time the SLAs will take up, but is wrong to suggest that school boards hire substitute teachers to take over classrooms while teachers grade these assessments. Instead, the obvious solution is to reject Alison Redford’s misguided promise to abolish year-end standardized testing.
Premier Jim Prentice has a short window of opportunity to abandon the failed education policies of his predecessor and return to the path that helped Alberta become one of the top performing jurisdictions in the world. He needs to repudiate the misguided “Inspiring Education” agenda and retain the existing standardized tests at the end of the school year.
