The consequences are severe for third-graders who fail to meet the standards on a standardized test. Despite excelling in their classes with A’s and B’s, these students are prohibited from progressing to the fourth grade. Shockingly, a staggering 60% of Tennessee’s third-graders did not achieve a passing score on the test. This situation alone is a catastrophic disaster. However, if the sample test is any indication of what third graders are expected to master, it is an utter mess.
Consider, for instance, a question on page 27 that requires students to identify the necessary change to the underlined text. The passage reads, “Next month Wendy said, I will go to Australia.” She could hardly wait! The options provided are as follows:
- A) “Next month Wendy said, ‘I will go to Australia.'”
- B) “Next month,” Wendy said, “I will go to Australia.”
- C) “Next month” Wendy said, I will go to Australia.
- D) No change.
According to the test, the correct answer is B: “Next month,” Wendy said, “I will go to Australia.” However, it is perplexing to assume that “Wendy” and “she” refer to the same person. An alternative valid modification could be: “Next month Wendy said I will go to Australia,” if the individual speaking is relaying what Wendy told them rather than speaking as Wendy herself.
It is conceivable that a child or even an adult who possesses knowledge of grammatical construction may be uncertain whether two people or one are being referred to in this particular example. If it appears evident to the child that two individuals are involved, none of the provided answers would be correct.
In another section of the test, students are required to interpret the meaning behind a character’s statement: “Dust bunnies in ketchup is what they taste like.” There are two choices: “They taste terrible” and “They taste like soil.” How are both options not considered to be the best ones? How are both choices not thought to be correct? How are both options not considered correct? If a child tends to think literally, this test would pose challenges for them. Does that mean the child lacks the ability to read, write, or comprehend at a third-grade level? Certainly not.
Should a child be held back in third grade due to a poorly constructed test? How much disregard must one have for the people of Tennessee to place such importance on an elementary school assessment and yet fail to ensure clarity in every aspect of the test?
