When I think about assessment, I think back to my days in special education.  Each student was thoroughly evaluated using norm based measurement tools and based upon the results, an individualized educational plan (IEP) was developed.  The IEP contained goals and objectives for the individual student as well as strategies to achieve those goals.  Progress monitoring was scheduled in to ensure that students and teachers were on track for success.  I often thought, wouldn’t it be ideal if we could provide this type of experience for all of our students?   Fast forward out of special education for the past 3 years.  As a classroom teacher, the realities of 16 very different students in one classroom has hit me.  I am accountible for teaching one set of Georgia Performance Standards to 16 very different learners.  There is no room for individual differences!  I consider myself very adept at differentiating and modifying content for my varied ability students.  However, at the end of the day, they will all take one CRCT to which I am held accountable for…

I understand the need for accountability.  In many ways I think the CRCT is a valuable tool.  However, it should not be the only tool that we use to measure classroom success.  There are so many “teachable moments” that take place in my classroom that are not evaluated by this test.  It is frustrating when so much of my time is spent planning “centers”, small group work, and authentic assessments only to have my students success measured on a pencil and paper task.  I can only remain optimistic and creative in my teaching and use of authentic assessments.  Eventually, the state will catch up!