DRA and relevant testing

I seem to be ‘stuck’ on a recurring idea or theme: relevance. In order for students to be engaged with information it must be relevant to them. In one of my other classes, we read and wrote about Gloria Ladson-Billings’ Dreamkeepers in which she explores the idea of culturally relevant teachers in poor, urban, predominantly African-American schools. Those teachers who can ‘reach’ the students with culturally relevant methods (coupled with high expectations, etc.) have students who generally exceed expectations in performance and who can connect the skills and abilities emphasized in school curricula to their lives in meaningful ways. In almost every article that I’ve read for two of my other courses, the same theme emerges again and again: in order to promote student understanding and knowledge acquisition, you must engage your students with relevant methods and/or content.

But what does this have to do with the Developmental Reading Assessment (DRA) which is used to assess student reading levels? And what does the DRA have to do with technology? Last week, I assisted in administering a DRA for a 5th grade student. Well, we started to administer it, but I had to get back to class before the assessment was completed. This was my first experience with a DRA – I don’t remember taking them as a student. It was evident from the moment that the teacher mentioned the DRA, that the student was resistant to the experience. I won’t conjecture as to the student’s reasons for her resistance, but what was obvious was that the student was not in the least bit interested in the content covered in the material she was to read and on which the assessment was based. Perhaps this was because the content was irrelevant to her life/experience; perhaps she just wasn’t interested. I wonder about the conclusions that would be drawn based the results of the assessment. Ostensibly, the test is used to measure reading abilities/levels. But if the content of the materials used is irrelevant and the student is not engaged, how well would they do on the assessment? I understand that most kids would rather surrender cell phone and/or computer privileges than take yet another exam/assessment. I understand that assessments are standardized so that students can be compared to each other on a continuum. And I assume that the materials used in these assessments are designed by professionals who are knowledgeable in literacy acquisition. I couldn’t help wondering that this student was being assessed not so much on how well she can read the material, but on how interested she was in the materials. At the very least, her disinterest and disengagement would have negative effects on the results.

So how do we accurately assess student reading levels in order to have a baseline for literacy instruction? Wouldn’t it be possible to use computer and internet technology to improve the relevancy of the content of materials used in these assessments? Instead of one story that every student must read, wouldn’t it be possible (and worthwhile!) to allow for some options, some student selectivity? The assessment could be computer-based and present the student with choices of stories or materials that would then be used as the basis for the assessment. Once the student wants to read about something, a more accurate assessment on their reading abilities could be presented.

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4 thoughts on “DRA and relevant testing

  1. Your thoughts make sense to me. I also feel that teachers are being told to make material relevant and interesting to students. But then we have reading tests where everyone has the same passage to read. I bet there could be a website where all the passages can be uploaded into PDF’s and there can be a few to pick from. A teacher can just download the PDF. Also, the teacher can ask the students ahead of time which story they want to read so she has time to print the stories. The students could also read online and save paper. I find reading to be hard because if a whole class is reading a passage or a novel reading will be a huge struggle if it is not interesting to the student. I remember when we had to read novels for school and if I had no interest in it then it seemed like torture to try and read through it. I think options for students are great from required reading tests to class novel choices.

    • @Dr. Ransom: I was going to link to the Pearson sight (a Google search on DRA brings up Pearson in the top position). Notice the first link/drop down menu on their site is Products & Services. Nope. No money to be made here, everyone go back to learnin’.

  2. Exactly. Just follow the money. Common Core. Pearson has you covered. State Standards. Pearson has you covered. NY ELA/Math assessments? SAT? Pearson comes to the rescue again. Who makes the curriculum that schools need to buy to align their teaching to the standards? Guess…
    Who scores many of the popular standardized tests used today?

    http://www.washingtonpost.com/blogs/answer-sheet/post/pearson-and-how-2012-standardized-tests-were-designed/2012/04/27/gIQAjQ0MkT_blog.html

    Relevancy? Best practice? Pedagogically sound? Developmentally appropriate? Meaningful? Humane? As long as the revenue keeps pouring in and the system can be protected at all costs, who cares, right?

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