My elder daughter just finished the last test of her senior year and in a few days she will hear the result. All she has to do is pass and her life as a HS student will be over. (She still has the big graduation exams in five subjects ahead of her, but there will be no more normal school days – just prep classes and some tutoring.) Her homeroom teacher sent her this picture of the event:
I stared at the picture for a long time because there is just so much wrong with it. All three senior classes together, taking the same test, because we can’t risk the chance that one of the three teachers will give an easier test than the others. Desks dragged to the gymnasium where there is enough space to isolate each student – who otherwise would surely cheat! Cell phones and watches collected upon entering. Forty-five kids bent over desks for five hours, spewing out whatever they managed to shove into their short-term memories, solving complex math problems that will stymie them six months from now. Proving they can do things that 95% of them will never need to do again for the rest of their lives. Needing permission and an escort if they have to go to the bathroom.
Learning the lesson in a myriad of ways that all this is necessary because no one can be trusted.
I wondered if the same thing happens in American schools now. I remember taking tests in my normal classroom at my normal desk. I remember take-home exams and open book tests. I remember being allowed a 5” by 8” cheat sheet – and spending so much time writing and re-writing it in smaller and smaller print that I memorized everything and didn’t actually need it. Most of all, I don’t remember any cheating going on. I had no doubt that my teachers would test and grade fairly and I think they trusted us to do our best independently and honestly. There was an honor system.
There may have been one here too years ago, but if so, it is definitely gone now. Slowly but surely, changes have been made – ostensibly to ensure fairness – but with each one taking a little more power out of the hands of the teachers. Subject matter is prescribed by the Ministry of Education. Tests must be uniform. Grading has to conform to a system and be documented in detail. And those graduation exams? They have been centralized for the entire country.
A week or so before the date determined by the Ministry for whatever subject, the written exams (in sealed packages) will be delivered to the school by armored car and then locked in a safe. At the exact appointed time in every high school in the country, the packages will be brought to the examination room where one student will witness the breaking of the seal and then sign a paper confirming this step. (And if the seal in one school was not intact, the exam will have to be repeated at a later date by every student in the entire country!) When grading the exams, the teachers are given long and explicit instructions on which answers can be accepted. For the oral exams, there is a state-wide pool of topic areas and the individual students get theirs lottery-style. They draw two numbers corresponding to question sets on two particular themes, look at them, and then choose one set to answer. Twenty minutes later, a panel of three teachers and one supervisor decides if the student’s general mastery of the subject is very good, good, satisfactory or in-/sufficient, when, in reality, the entire exercise probably has just as much to do with the student’s test prep strategies and sheer dumb luck.
I have been in many discussions with Austrians about this new system and usually ask why graduation exams are necessary at all, not to mention the massive amount of regulation involved in their centralized implementation. The answers are usually some variation of “Trust is good. Control is better”, which only makes me wonder if they realize they are quoting Lenin. I wonder why they can’t see that we are talking about a rite of passage and not proof of educational attainment. There’s a reason why the German name for these exams collectively is “Maturity Test”.
Now, before you can graduate from this post, I have two question sets for you to choose from:
Is there really so little faith in the people involved that all these complex procedures and massive control efforts are necessary?
and – something even more basic:
Should it really be the goal of an education system that every child learns the same things? Wouldn’t it be better if each student left school having learned something different – deeper knowledge in the subjects that correspond to his/her individual interests and talents? And wouldn’t trusted and empowered teachers be the most able to help the students discover what these subjects are?