Behaviorist Theories regarding Standardized Testing

A discussion I had with my colleagues centered on the idea of rewards and punishment (in conjunction with homework and practice) regarding standardized testing.  Yes, it is that time of year again, when both teachers and students are evaluated by the efforts of their students on the merit of one set of examinations.  As we ruminated on the various attitudes of both the students and ourselves, I was transported back to the behaviorist learning theories – in particular those concentrating on rewards and punishment and their effect on our motivation (or effort). 

Stephen Covey, in his largely touted book, The Seven Habits of Highly Effective People addresses this issue.  The first three habits are steeped in the ideas of independence and mastery.    Being responsible for our own actions (or in this case learning), creating a plan to execute those actions, and then prioritizing how to achieve those goals are the main components of his plan.  I believe that these are central ideas when it comes to intrinsic rewards.  Habit 1, being proactive, places the responsibility for our actions on our choices, not on some conditioning response as behaviorist theory suggests.  Habit 2, begin with the end in mind, takes this one step further and has a person looking at not only where they are at but where they want to go.  If we have a grasp on where we want to be, then we become more motivated and make a conscientious effort to get there (a vested interest so to speak).  Habit 3, put first things first, looks at prioritizing ones’ efforts based on the scales of importance and urgency. Again, when we make the choices we place the control of our actions in our own hands (effort).  For a summary of the book visit the website:  http://www.summary.com/aw/srcovey?gclid=CMjY26OE1q4CFeYERQod10DNfA

What, might you ask, does this have to do with standardized testing?  As my colleagues and I (and numerous other teachers across the country) are preparing our students for this rite of passage, we are faced with the burden of having to extrinsically motivate our students to put forth their best effort.  Stickers, candy, free time, an extra recess if they do well, a pizza party, games on the computer or other technological enhancements that we have in the  classroom, and the like are just some of the rewards presented to our students to bribe them to do their best.  Why must we pursue this course to have our students demonstrate their learning?  I believe that it is because the students have no intrinsic interest in the results of the test.

So what, if any answers, do behaviorist learning theories have for educators in regards to student effort in the classroom?  In the arena of reinforcing efforts, the book Using Technology with Classroom instruction that Works suggests using a Microsoft Excel spreadsheet to track students progress.  When students see the cumulative results of putting forth effort in relation to the grades they earned, it creates a connection in the students mind between effort and achievement.  Technology is the catalyst that facilitates more immediate feedback for the students to track their progress.  Computer generated rubrics or online surveys are other suggestions that the authors make to encourage students to put forth their best effort.  With this thought in mind, if educators were to share the results of these standardized tests with our students (and track their progress over the series of the tests) then students would become more intrinsically motivated to do their best.

Homework and practice are the means that educators use to ready their students for this standardized testing rite of passage.  Again, behaviorist theories address this for us.  Direct instruction, rooted in behavioral theory, focuses on the interactions among teachers and students.  Technology enhances the ability to guide practice and provide feedback, both vital components of this methodology.  Online learning software such as PLATO or BrainHoney break the curriculum into units that each contain pre- and post assessment examinations, formative assessments, and integrated practice throughout.  Student progress is closely monitored and learning is tailored to meet the students’ individual educational needs.  (Check out PLATO at http://www.plato.com or BrainHoney at http://brainhoney.com/learn-more/ for more information).  Communication software is another viable method for teacher and student interaction beyond the classroom walls.

Having stated all of this on the topic of standardized testing and how to best prepare both yourself and your students, I wish all educators out there happy testing.  Here’s to exemplary results.