Global Action Network: Resolution Based Advocacy Global Action Network: Resolution Based Advocacy 
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—Vito Perrone, Harvard Graduate School of Education Issue in Brief
Following the whirlwind standards movement of the 1980s, the beginning of the 1990s ushered in an overwhelming interest in and use of testing to document students' progress. In 1991, the Association for Childhood Education International (ACEI) issued its second position paper calling for a moratorium on standardized testing in the early years of schooling (the first one on that topic was published in 1976) (ACEI/Perrone, 1991). Citing the rising use of tests to label children, place children in special programs, and retain underachieving children in a grade level, ACEI denounced the use of these tests in the early grades and questioned their use in later grades as well. It was the hope that more discussions would ensue concerning the negative effects of standardized testing on children's learning and their motivation to learn. The Association leadership further hoped that schools would more actively pursue assessment alternatives that honored children's individuality and developmental growth. The "No Child Left Behind" years with their increased emphasis on standardized testing as an assessment tool for children in grades 3 through 8, have brought this issue, and ACEI's position to the forefront of education and assessment as we move forward. ACEI Resources On Standardized Testing, An ACEI Position Paper, Childhood Education Volume 84, No 1, P. 31 ACEI denounces the continued use of standardized testing in the primary grades and cautions against the use of these tests as a sole means of assessment in every year throughout the upper grades. Standardized tests are inappropriate to future learning and the motivation to learn. They have taken away the power of classroom teachers to make informed decisions about instruction and learning that leads to critical thinking, higher level learning, and decision-making. The paper emphasizes the need for authentic assessment that focuses on students' strengths and promotes a greater understanding of growth and continued learning. On Standardized Testing, An ACEI Position Paper (1991) In 1976-the middle of a decade when standardized testing of young children was approaching unprecedented levels and test results were being used for decisions about kindergarten entry, promotion and retention, and placement in curricular programs-ACEI issued a position paper calling for a moratorium on standardized testing in the early years of schooling (ACEI/NAESP/Perrone,1976). Recognizing that it was making primarily a moral statement, ACEI hoped that its action might encourage serious discussion about the effects of testing and the active pursuit of assessment directions that honored developmental traditions and were educationally sounder than standardized tests. Children and Stress: Understanding and Helping Stressful life events for children include losing a parent, moving, getting lost, being laughed at by peers, being retained, taking tests, and much more. In this book, veteran educators have culled from their experience and knowledge the most useful insights and advice they can offer about children's stress. The authors believe that adults, especially parents and educators, can assist and advocate for today's children. Each chapter contains illustrative cases to assist with awareness, theory, and research to increase understanding, as well as suggested courses and resources to consider for action. Beverly Hardcastle Stanford and Kaoru Yamamoto, Editors. ACEI Speaks: What Parents Need to Know About Standardized Testing Assessment is instrumental in guiding a teacher to be an effective instructor and in meeting the individual needs of a child so that learning can occur. Standardized testing can fit into that purpose as long as it is utilized in conjunction with multiple other forms of assessment in order to facilitate a more holistic evaluation of a child. In short, balance, variety, and developmentally appropriate practice must be the guiding framework for assessment to serve its ultimate purpose of improving teaching and learning. Includes References, Online Resources, and Other Resources. James Kirylo. 2006 NCLB—Year of Change, Vo. 84, No. 1, 30 B Much debate continues about whether the 2001 No Child Left Behind Act (NCLB) has actually improved the academic achievement level of poorly performing students or only created yet another layer of government oversight to an already heavily burdened public school system. Active advocacy is encouraged. The Law in Review, Volume 84, No 2, P. 94 B-C
The national debate on NCLB continues. Policymakers in Washington will draw on the lessons learned over the past five years to help them as they examine the requirements of the law and consider its reauthorization and implementation. Look for new policies to better accommodate children with learning disabilities and those who do not speak or understand English, and more funding from the federal government to cover the added expense of meeting the higher standards mandated by NCLB. Input from educators is essential. UNICEF Resources This free publication by UNICEF examines the importance of learning achievement as underscored at the World Conference on Education for All, where the definition of universal primary education included a minimum level of learning achievement as a dimension of universalisation. Few countries, however, measure student achievement to assess and improve their educational systems. Most rely on examinations for certification, selection and promotion.
Several projects supported by UNICEF aim to demonstrate how learning achievement assessments can benefit the decision-making processes responsible for universalizing primary education; how assessment data can be incorporated into educational management systems; and how assessing literacy, numeracy and life skills can improve the quality of education. This issue of Education Update is dedicated to learning achievement, opening renewed discussion on the future of this important area. Curriculum Report Card During the past two decades UNICEF has brought curriculum to the forefront of its agenda for children's education. Countries that are signatories to the Convention on the Rights of the Child desire and are obligated to provide quality education for all children. A sound curriculum is at the heart of a quality education. The categories of intended, official, taught and learned curriculum discussed in this working paper capture the interactive, dynamic nature of the curriculum process. Cites Childhood Education 70(4) article by Vito Perrone. Other Organizations Resources The American Educational Research Association (AERA) is concerned with improving the educational process by encouraging scholarly inquiry related to education and evaluation and by promoting the dissemination and practical application of research results. AERA Position Statement on High-Stakes Testing in Pre-K-12 Education The National Center for Fair and Open Testing works to end the misuses and flaws of standardized testing and to ensure that evaluation of students, teachers and schools is fair, open, valid, and educationally beneficial. Fact sheet "How Standardized Testing Damages Education" Fact sheet "Achievement Tests for Young Children" The National Council of Teachers of English (NCTE) is devoted to improving the teaching and learning of English and the language arts at all levels of education. Position Paper on Urging Reconsideration of High Stakes Testing The Southern Early Childhood Association (SECA) The Southern Early Childhood Association unites preschool, kindergarten, and primary teachers and administrators, caregivers, program directors, and individuals working with and for families, to promote quality care and education for young children. Position Paper on Assessing Development and Learning in Young Children Award-winning author and activist Jonathan Kozol remarks that testing pressures created by the No Child Left Behind law have created "a state of permanent anxiety" that is harming children and schools. To read comments from his lecture, please go to:
www.weac.org/News/2006-07/oct06/kozol.htm
1. Place an article in your local newspapers and community newsletters.Take Action on This Issue 2. Write a letter to the editor of your local newspapers and community newsletters. 3. Send published letters and articles to your member of Congress. 4. Write or e-mail to your state legislators. (acei.org/legisl.htm) 5. Write or e-mail to you national legislators. (acei.org/legisl.htm) 6. Organize a community forum. |
