Subject: English Language Arts
Grade Level(s): 3 – 12
Measures Growth: No
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The Massachusetts Comprehensive Assessment System is the Massachusetts state developed end-of-year assessment battery for grades 3-12, including tests for ELA, math, science and technology, and social studies. ELA is measured at all grade levels. The test includes multiple choice, open response and written composition components. In order to receive a high school diploma, students must pass the grade 10 ELA and math exams, and one of four high school science and technology engineering exams.
Pros: Aligned to the standards I teach • Assesses higher-order thinking
Cons: Misses growth of some students, such as those far below and/or far above grade level
Pros: Easy to administer
Cons: Results are not returned quickly • Doesn't help me track my students' learning gains over time • It is hard to use the data • Is not helpful to my professional growth as a teacher
The MCAS is your traditional standardized test. Absolutely useless for me as a special education teacher, the data does not come back until the following fall so there is no way to adjust my teaching, no item analysis so I cannot identify EXACTLY where my students went wrong, produces an incredible amount of test anxiety among students when teachers "talk it up" and there is too much pressure on teachers to get good scores on one test. There is so much more to the child than the MCAS...
Submitted by Sarah in Massachusetts on May 9, 2013
Pros: Aligned to the standards I teach • Assesses higher-order thinking
Cons: Misses growth of some students, such as those far below and/or far above grade level • Takes students too long to complete
Pros: Easy to administer • Data is presented clearly • Data I receive helps me understand where I am teaching well and where I need to improve
Cons: Results are not returned quickly • Doesn't help me track my students' learning gains over time
The MCAS is a good way to measure student growth from year to year. One strength is its alignment with the Massachusetts standards, which are high. The passages are engaging and represent the kind of text we want students to be able to read well. The questions are well designed, and target the kind of thinking we want students to be doing while they read. My main complaint, and the reason I did not rate MCAS higher is because some special education students tend to perform poorly year after year. For students reading far below grade level, the MCAS does not show growth.
Submitted by Mardi in Massachusetts on April 25, 2013
Pros: Aligned to the standards I teach • Assesses higher-order thinking
Cons: Takes students too long to complete
Cons: Results are not returned quickly • Doesn't help me track my students' learning gains over time • It is hard to use the data • Is not helpful to my professional growth as a teacher
The stress the MCAS puts on the students is unnecessary. Not every student can demonstrate their knowledge in a paper and pencil format. The test is not accessible to all students especially those working below grade level. Yes there is an alternative assessment but that shows the teachers work not necessarily the students. If the teacher forgets a date or name then the strand/domain isn't score- able. That is the not fair to the student.
Submitted by Sandra in Massachusetts on April 22, 2013
Pros: Aligned to the standards I teach • Takes students a reasonable amount of time to complete
Cons: Does not assess higher-order thinking • Misses growth of some students, such as those far below and/or far above grade level
Pros: Easy to administer
Cons: Results are not returned quickly • Doesn't help me track my students' learning gains over time • It is hard to use the data • Is not helpful to my professional growth as a teacher
The MCAS does very little to help me assess my current students. We do not receive the results of the MCAS until after the school year is over. This means that I cannot use any of the data to help me with my instruction. The MCAS is not meant for students who are on IEP's or are below grade level. It does not assess these students fairly. The only reason the standards that are present on the MCAS are taught in my class is that we form our curriculum around what's on the test. In my opinion that is no way to teach.
Submitted by Samantha in Massachusetts on April 21, 2013
Pros: Aligned to the standards I teach • Assesses higher-order thinking • Assesses a range of students, including those from far below to far above grade level
Cons: Takes students too long to complete
Cons: Difficult to administer • Results are not returned quickly • Doesn't help me track my students' learning gains over time • It is hard to use the data • Is not helpful to my professional growth as a teacher
Despite official guidelines, the ELA test for Grade 4 takes students nearly 18 hours to complete if they are working conscientiously. Asking 9 and 10 year olds to endure this type of anxiety and fatigue is completely inappropriate developmentally. What's more, the test provides very little data that good teachers don't already know about the strengths and challenges of each student. I am continuously assessing students' literacy performance, not waiting for the annual tests. In general, the test results do tend to provide an accurate picture of student skill, but the "open response" reading questions ask students to regurgitate, not synthesize. All in all, it is a poor instrument that wastes valuable instructional time and resources that could be used to actually support struggling students instead of just measuring them!
Submitted by Karen in Massachusetts on April 20, 2013
Pros: Aligned to the standards I teach • Takes students a reasonable amount of time to complete
Cons: Not aligned to the standards I teach • Does not assess higher-order thinking • Misses growth of some students, such as those far below and/or far above grade level
Pros: Data is presented clearly
Cons: Results are not returned quickly • Doesn't help me track my students' learning gains over time • Is not helpful to my professional growth as a teacher
While the ELA test does measure some of more crucial skill areas (basic comprehension among a few), the writing prompts encourage highly formulaic responses that do not necessarily demonstrate higher level thinking skills. By the time I receive the results (well into October) I've already made adjustments to my teaching based on my own set of assessments carried out throughout the previous school year. But, I should keep in mind that the tests are a cynical show designed to demonstrate that we (teachers) are "doing our jobs" or to punish us and our students when we don't.
Submitted by Kurt in Massachusetts on April 20, 2013
Pros: Aligned to the standards I teach • Assesses higher-order thinking
Cons: Misses growth of some students, such as those far below and/or far above grade level • Takes students too long to complete
Cons: Difficult to administer • Results are not returned quickly • Doesn't help me track my students' learning gains over time • It is hard to use the data • Is not helpful to my professional growth as a teacher
I feel very strongly that expecting 9 and 10 year old fourth graders to write 3 well developed open responses in one day is too much. I also feel that the directions that I have to read to my fourth graders could be more developmentally appropriate and not the same directions you read to seventh graders. And finally, I feel that expecting fourth graders to write a well developed, rich language, grammatically correct long composition in 3 different types of writting (narrative, expository, and persuasive) by march is accessive.
Submitted by Dawn in Massachusetts on April 18, 2013
Cons: Not aligned to the standards I teach • Does not assess higher-order thinking • Misses growth of some students, such as those far below and/or far above grade level • Takes students too long to complete
Cons: Difficult to administer • Results are not returned quickly • Doesn't help me track my students' learning gains over time • It is hard to use the data • Is not helpful to my professional growth as a teacher
Spending the entire year teaching for a test does not teach the children anything and their retention skills have declined dramatically!
Submitted by S. in Massachusetts on April 18, 2013
Pros: Aligned to the standards I teach
Cons: Misses growth of some students, such as those far below and/or far above grade level • Takes students too long to complete
Cons: Difficult to administer • Results are not returned quickly • It is hard to use the data
This may test a large range of topics but the data is not available quickly enough. The students do not see their scores until the next year. It is too long for the students to make meaningful and constructive connections.
Submitted by Laura in Massachusetts on April 18, 2013
Pros: Assesses higher-order thinking • Assesses a range of students, including those from far below to far above grade level
Cons: Not aligned to the standards I teach • Takes students too long to complete
Pros: Easy to administer • Data is presented clearly • Data I receive helps me understand where I am teaching well and where I need to improve
Cons: Results are not returned quickly • Doesn't help me track my students' learning gains over time
Overall, I believe the MCAS has been a solid assessment tool. It provides students the opportunity for selected response and open response opportunities. It does provide some solid information about a student's comprehension, writing, and language skills.
However, as the state begins to follow the Common Core, the MCAS has is slowly becoming outdated because of its inability to connect to the new standards; a plight that many have noticed. Although it does test a well-rounded set of skills, it does not correlate with the skills as well with the CCSS. Likewise, the MCAS tends to take a prolonged period of time - much more than the "one hour," the test suggests it should take. The data returned is detailed - though sometimes teachers have to take extra steps to have the totally broken down detailed data. Unfortunately, the test is given in spring, so the results are returned after teachers have had the opportunity to work with students. A student's score on MCAS really helps the following year's teacher learn about students who took the test (although a teacher can study the results to learn about areas to improve in their curriculum and instruction).
Submitted by Christopher in Massachusetts on April 13, 2013
Pros: Aligned to the standards I teach
Cons: Takes students too long to complete
Pros: Data I receive helps me understand where I am teaching well and where I need to improve
Cons: Results are not returned quickly • Doesn't help me track my students' learning gains over time
It takes far too long and far too much time away from teaching and learning to administer these tests.
Submitted by Maureen in Massachusetts on April 10, 2013
Pros: Aligned to the standards I teach
Cons: Misses growth of some students, such as those far below and/or far above grade level • Takes students too long to complete
Pros: Data is presented clearly
Cons: Difficult to administer • Results are not returned quickly • Doesn't help me track my students' learning gains over time • Is not helpful to my professional growth as a teacher
As the title of this review suggests, this assessment does not inform me of my own practice or the growth of my students. It only serves to minimally inform the administrators and the DESE who are not actually aware of all we do to support learning and growth.
Submitted by Nathan in Massachusetts on April 9, 2013
Pros: Aligned to the standards I teach • Assesses higher-order thinking
Cons: Misses growth of some students, such as those far below and/or far above grade level • Takes students too long to complete
Pros: Easy to administer
Cons: Results are not returned quickly • Doesn't help me track my students' learning gains over time • It is hard to use the data • Is not helpful to my professional growth as a teacher
The directions given for the test are the same as those given for eighth graders, and for younger students, they miss the more important points of the directions (it's okay to write in e test booklet, etc.) also the information that it is timed, but they have as much time as they need is confusing to students and causes anxiety for students who are prone to being anxious in timed situations.
I also have concerns about the writing part of the assessment. Developmentally, it is a great deal to ask a student to write 5 paragraphs of editorially correctly in two drafts in a day. Many 9 year olds don't have the stamina. Also, with 3 different types of writing being addressed, there is confusion about what type of writing is appropriate. I understand a need for assessment of writing and that there is a goal we want students to reach, but since so many students developmentally might not be able to juggle all of the skills necessary, I wonder if this first round should be more of a baseline test, and not used as an assessment counting against students, teachers and the school.
Submitted by Abby in Massachusetts on April 9, 2013
Cons: Does not assess higher-order thinking • Misses growth of some students, such as those far below and/or far above grade level • Takes students too long to complete
Pros: Easy to administer • Data is presented clearly • Data I receive helps me understand where I am teaching well and where I need to improve
Cons: Results are not returned quickly • Doesn't help me track my students' learning gains over time
Having taught 7th and 8th grade special education, my opinion is that MCAS does not accurately test students knowledge and growth. All students are expected to be at a certain level, regardless of background, disabilities, etc. I know that my students, who were reading approximately 5 grades below grade level, could not answer any of the questions (much less comprehend) the passages assigned to them. Although easy to administer, the MCAS does not take into account students diverse learning styles and test taking abilities. I believe all students should be "tested" by portfolio of the work they do throughout the year. Not more work for the teacher, since it is work the teachers are already completing, and would show growth much more clearly. Teachers spend far too much time preparing students for the test (not their fault) which takes away from valuable learning time. The federal government needs to take a closer look at what state-wide testing is doing to our students, teachers, and schools, and make some serious changes.
Submitted by Amanda in Massachusetts on April 9, 2013
Pros: Aligned to the standards I teach • Assesses higher-order thinking
Cons: Misses growth of some students, such as those far below and/or far above grade level • Takes students too long to complete
Pros: Easy to administer • Data is presented clearly
Cons: Results are not returned quickly • Doesn't help me track my students' learning gains over time • Is not helpful to my professional growth as a teacher
n/a
Submitted by elementary in Massachusetts on April 9, 2013
Pros: Assesses higher-order thinking
Cons: Not aligned to the standards I teach • Misses growth of some students, such as those far below and/or far above grade level
Pros: Easy to administer
Cons: Results are not returned quickly • Doesn't help me track my students' learning gains over time • Is not helpful to my professional growth as a teacher
As a special educator, this test is often very difficult for my students. We often find ourselves trying to teach to the test rather than teaching the students the skills that they need. I would be in favor of different assessments. Also depending what school district you are affiliated with content is taught in different grades. This automatically is not testing knowledge learned accurately. Depending at what grade level content is taught some students may be more developmentally ready to retain this information that they will be tested on at a later grade level. For instance in the town where I live content areas such as solids liquids and gases are taught at a grade level that is different than the grade level in the school where I currently teach. The older the student the more content area Information they're likely to retain.
Submitted by Ann in Massachusetts on April 9, 2013
Cons: Not aligned to the standards I teach • Misses growth of some students, such as those far below and/or far above grade level • Takes students too long to complete
Cons: Results are not returned quickly • Doesn't help me track my students' learning gains over time • It is hard to use the data • Is not helpful to my professional growth as a teacher
By nature the MCAS content is changed on a yearly basis but so is hi w the test is interpreted and scored. As a district we very rarely see the same data presented in the same way year after year. The test was deveooped to track student growth but school district let the tail wag the dog and chase the test each year.
Submitted by shannon in Massachusetts on April 9, 2013
Cons: Not aligned to the standards I teach • Does not assess higher-order thinking • Misses growth of some students, such as those far below and/or far above grade level • Takes students too long to complete
Cons: Results are not returned quickly • Doesn't help me track my students' learning gains over time • It is hard to use the data • Is not helpful to my professional growth as a teacher
This test does little to track relevant growth. Offers little in the way of helping teachers plan further instruction. Waste of time. Takes too much time away from instruction and causes stress to teachers, students and families.
Submitted by Patrice in Massachusetts on April 9, 2013
Pros: Assesses higher-order thinking
Cons: Misses growth of some students, such as those far below and/or far above grade level
Pros: Easy to administer
Cons: Doesn't help me track my students' learning gains over time
Tests are particularly biased for ELL students. The expectation that second language learners are attuned to cultural nuances is clearly a mismatch between test taker and testing biases.
Submitted by Melissa in Massachusetts on April 5, 2012
Pros: Aligned to the standards I teach
Cons: Misses growth of some students, such as those far below and/or far above grade level • Takes students too long to complete
Pros: Easy to administer
Cons: Results are not returned quickly • Doesn't help me track my students' learning gains over time • It is hard to use the data • Is not helpful to my professional growth as a teacher
The time it takes to administer this assessment is out of balance with its usefulness to my teaching practice. The directions seem to think that a 60-minute session is sufficient, when it is more realistic that even high=performing students take nearly double that time. Students who are struggling suffer the most.
Submitted by Tiffany in Massachusetts on April 5, 2012
Pros: Aligned to the standards I teach • Assesses higher-order thinking
Cons: Misses growth of some students, such as those far below and/or far above grade level • Takes students too long to complete
Pros: Data is presented clearly • Data I receive helps me understand where I am teaching well and where I need to improve
Cons: Difficult to administer • Results are not returned quickly • Doesn't help me track my students' learning gains over time
While I appreciate the challenge of the MCAS and the data it provides, I find it more as a final assessment, rather than a mid-year check-in. Administering the MCAS is stressful. I understand the challenge of a quick turnaround of the scores, but the sooner they come, the more helpful they are.
Submitted by Charles in Massachusetts on April 5, 2012
Cons: Not aligned to the standards I teach • Does not assess higher-order thinking • Takes students too long to complete
Pros: Easy to administer
Cons: Results are not returned quickly • Doesn't help me track my students' learning gains over time • It is hard to use the data • Is not helpful to my professional growth as a teacher
Even though I do not teach ELA, it would be nice to have timely and useful data regarding my students' comprehension and writing abilities.
Submitted by Bruce in Massachusetts on April 5, 2012
Pros: Aligned to the standards I teach • Assesses a range of students, including those from far below to far above grade level • Takes students a reasonable amount of time to complete
Cons: Misses growth of some students, such as those far below and/or far above grade level
Pros: Helps me track my students' learning gains over the course of the school year
Cons: Doesn't help me track my students' learning gains over time
Is not helpful to my professional growth as a teacher
Submitted by Telesa in Tennessee on March 31, 2012
Pros: Assesses a range of students, including those from far below to far above grade level
Cons: Does not assess higher-order thinking • Misses growth of some students, such as those far below and/or far above grade level • Takes students too long to complete
Cons: Difficult to administer • Results are not returned quickly • Doesn't help me track my students' learning gains over time • Is not helpful to my professional growth as a teacher
The ELA MCAS is not a good assessment of the progress my students have made in Reading. Many of the questions use vocabulary or phrasing unfamiliar to my urban students therefore testing something other than their ability to read a text and explain it. The open response questions require far too much information. If a child correctly answers the question and supports it, although minimally, why is that inadequate? Again, it does not test understanding, but something else altogether. I do not feel the MCAS encourages higher order thinking and it certainly results in an over abundance of test prep. Students with disabilities cry with frustration. The script is too long and not child friendly. This test seems to be more about adults than children.
Submitted by Rebecca in Massachusetts on March 28, 2012
Pros: Aligned to the standards I teach
Cons: Does not assess higher-order thinking • Misses growth of some students, such as those far below and/or far above grade level
Pros: Data is presented clearly
Cons: Results are not returned quickly • Doesn't help me track my students' learning gains over time • Is not helpful to my professional growth as a teacher
The ELA MCAS does a disservice to students who are not reading in the average reading range for a grade level. As a reading specialist, children who struggle with reading should have access to instructional and independent level texts daily so that they can make progress and improve over time. However, because of ELA MCAS, many times students only get MCAS passages or reading comprehension passages that are too hard for them to read. This will not help them improve their reading level and will keep the gap open wide. An unfortunate consequence of ELA MCAS is that many teachers from grade 3 and higher spend to much time teaching using reading comprehension passages;instead, they should be teaching reading with instructional level texts where the student is. This will help the gap narrow even if it doesn't show up on MCAS.
Submitted by Lee in Massachusetts on February 21, 2012
Pros: Aligned to the standards I teach
Cons: Misses growth of some students, such as those far below and/or far above grade level • Takes students too long to complete
Pros: Easy to administer
Cons: Results are not returned quickly • Doesn't help me track my students' learning gains over time • It is hard to use the data • Is not helpful to my professional growth as a teacher
The biggest drawback to the MCAS is that results are not received until the students are already out of my classroom. Doing student or itemized analysis only helps so much because each child and cohort of children is different. When teachers receive new students, their MCAS results from the previous year are rarely used to inform instruction in the new school year. The Elementary Reading MCAS is given very early (March), and yet we do not receive the data in time to really utilize it before the end of the year. This is why I said that it is hard to use the data and to affect my personal growth. While It can inform me about what I may have taught effectively or ineffectively, sometimes this is not immediately useful because I may not teach that same content until a year later.
Lastly, I didn't comment on its alignment to the CCS because I know that it is just now beginning to adjust to the new standards as of this year.
Submitted by Audrey in Massachusetts on February 15, 2012
Pros: Aligned to the standards I teach
Cons: Misses growth of some students, such as those far below and/or far above grade level • Takes students too long to complete
Pros: Easy to administer
Cons: Results are not returned quickly • Doesn't help me track my students' learning gains over time • It is hard to use the data • Is not helpful to my professional growth as a teacher
The biggest drawback to the MCAS is that results are not received until the students are already out of my classroom. Doing student or itemized analysis only helps so much because each child and cohort of children is different. When teachers receive new students, their MCAS results from the previous year are rarely used to inform instruction in the new school year. The Elementary Reading MCAS is given very early (March), and yet we do not receive the data in time to really utilize it before the end of the year. This is why I said that it is hard to use the data and to affect my personal growth. While It can inform me about what I may have taught effectively or ineffectively, sometimes this is not immediately useful because I may not teach that same content until a year later.
Lastly, I didn't comment on its alignment to the CCS because I know that it is just now beginning to adjust to the new standards as of this year.
Submitted by Audrey in Massachusetts on February 15, 2012
As a Social Studies teacher, the MCAS is very obviously flawed. Although many states have chosen to test all core subjects, Massachusetts has chosen to skip this very important subject. Social studies goes a long way towards creating inquisitive, well-rounded, and knowledgeable individuals, and the MCAS swings and misses on ensuring that Massachusetts students are getting this important instruction.
Submitted by Nicholas in Massachusetts on February 15, 2012
Cons: Not aligned to the standards I teach • Does not assess higher-order thinking • Misses growth of some students, such as those far below and/or far above grade level
Cons: Doesn't help me track my students' learning gains over time • Is not helpful to my professional growth as a teacher
The MCAS, like may other high stakes standardized testing has replaced the significance of actual grading and assessing done by trained, experiences teachers. More and more students are questioning themselves, entirely too hesitant and intimidated to attempt individual creative problem solving. I attribute this growing trend to the fact that since third grade, todays public school student in Massachusetts is taught that for every question there is only one single correct answer.
In addition to this alarming trend, I also believe that the wording to the MCAS questions are meant only to trick students rather than actually assess what they know. I find it unreasonable to assume that students do not learn differently, therefor should be asked to answer questions in their simplest form. There are required classes being taught during school hours across the state that are dedicated to MCAS preparation. This time could be better suited teaching students actual life skills rather than testing strategies, but schools are left with no choice.
The wizards of finance who hide behind their curtains of data and play the numbers to fill the coffers of the few are a powerful force with which to be reckoned. They have that gene that is great at business. They will always come out on top. Education, particularly education in a free society can be a great threat to the few. Scratch beneath the surface of many successful human enterprises and you find an enormous, anonymous scaffold of humanity that is under compensated and unheralded. The MCAS and all it stands for will not bring America's students to the top regardless of what the data shows. The MCAS greatly hinders innovation, and students' natural ability to creatively problem solve.
Submitted by Christopher in Massachusetts on February 14, 2012
Cons: Not aligned to the standards I teach • Does not assess higher-order thinking • Misses growth of some students, such as those far below and/or far above grade level • Takes students too long to complete
Cons: Difficult to administer • Results are not returned quickly • Doesn't help me track my students' learning gains over time • It is hard to use the data • Is not helpful to my professional growth as a teacher
Fairly useless test that is a poor proxy at best of true student learning, like all statewide standardized tests. Sadly, it's one of the better ones, relatively speaking...
Submitted by Chris in Massachusetts on February 13, 2012
Pros: Assesses a range of students, including those from far below to far above grade level
Cons: Does not assess higher-order thinking • Misses growth of some students, such as those far below and/or far above grade level • Takes students too long to complete
Cons: Results are not returned quickly • Doesn't help me track my students' learning gains over time • Is not helpful to my professional growth as a teacher
In the past I have had to do the MCAS ALT Portfolio. To say I dreaded it is putting it mildly. I quickly realized what a waste of precious time was being wasted on students that desperately need other life skills. What in God's name are we doing to children who have significant cognitive disabilities? To hold a student's hand to get them to put a mark on a paper that as no meaning to him or her ... what are we doing? Shame on us.
Submitted by Lola in Massachusetts on February 13, 2012
Pros: Aligned to the standards I teach • Assesses higher-order thinking • Assesses a range of students, including those from far below to far above grade level
Cons: Takes students too long to complete
Pros: Data is presented clearly
Cons: Difficult to administer • Results are not returned quickly • Doesn't help me track my students' learning gains over time • Is not helpful to my professional growth as a teacher
As for being helpful to my growth as a teacher, I I find it's difficult to assess wherein I need to improve my teaching. Every year, I have different students, so if I "improve" my teaching in one area based on the results of the previous year's test, it may not be the area where my new students need the extra preparation. Although I believe that all growth is useful, I find it means I need to "teach to the test," which I refuse to do.
Submitted by H in Massachusetts on February 13, 2012
Pros: Assesses a range of students, including those from far below to far above grade level
Cons: Does not assess higher-order thinking • Misses growth of some students, such as those far below and/or far above grade level
Pros: Easy to administer
Cons: Doesn't help me track my students' learning gains over time • It is hard to use the data • Is not helpful to my professional growth as a teacher
Multiple choice tests will never be an effective tool in measuring student growth and achievement.
Submitted by Andrew in Massachusetts on February 13, 2012
Pros: Takes students a reasonable amount of time to complete
Cons: Not aligned to the standards I teach • Misses growth of some students, such as those far below and/or far above grade level
Cons: Results are not returned quickly • Doesn't help me track my students' learning gains over time • Is not helpful to my professional growth as a teacher
I am commenting on both the regular MCAS as well as the Alt-MCAS.
The regular MCAS is a very specific, but not very broad. At the high school level, it does not take into account language development, grammar/punctuation, or key skills across disciplines. It also does not relate or align with the Common Core.
The Alt-MCAS, for severely challenged students, is pointless. It does not asses meaningful development or key skills for their level. At the high school level, the students should be focusing not on random facts, but on how they will succeed and develop into adults. There are plenty of meaningful tasks that teacher should be working on, but cannot due to needing a certain number of worksheets and other proofs of random academics that the students don't relate to anyway. I'm all for exposing and teaching curricula of the general population, but feel that one can do this in a more vocational/daily living skills fashion. I suggest the Syracuse Curricula as a model.
Submitted by Vicki in Massachusetts on February 13, 2012
Pros: Takes students a reasonable amount of time to complete
Cons: Misses growth of some students, such as those far below and/or far above grade level
Cons: Difficult to administer • Results are not returned quickly • Doesn't help me track my students' learning gains over time • It is hard to use the data • Is not helpful to my professional growth as a teacher
The MCAS ELA does not assess student growth, is cumbersome to administer for students who need accommodations, it is not an accurate assessment of student achievement, and it's criminal to have students who have diagnosed disabilities who are reading far below grade level- but still making gains- to take a grade level test that they will fail. It's a sure way to make students feel poorly about themselves.
Submitted by C in Massachusetts on January 24, 2012
Pros: Aligned to the standards I teach • Assesses higher-order thinking • Assesses a range of students, including those from far below to far above grade level • Takes students a reasonable amount of time to complete
Cons: Misses growth of some students, such as those far below and/or far above grade level
Pros: Easy to administer • Data is presented clearly • Data I receive helps me understand where I am teaching well and where I need to improve
Cons: Results are not returned quickly • Doesn't help me track my students' learning gains over time
I've given the ELA MCAS for 7 years (having taught 10th grade and 8th grade ELA) and always find it helpful. It has varied reading passages (many genres), a combination of multiple choice, open response, and long composition responses, with a range of types of questions (from "right there" to inference).
What is frustrating is that it takes months to get data back, but once we do get the data, it is instructive and sometimes surprising. What's particularly helpful is that now Boston Public Schools has a Data Warehouse where they use the data to compare my personal results to those of my school, district, and state. This helps me get a more objective view of how effective my teaching has been in different areas.
For all the debate there has been about the MCAS, I have found it gives students a big sense of accomplishment. Even deeply struggling 10th grade students I taught in a struggling school ended up feeling happy and proud after the MCAS, seeing clearly how much they had learned and what they had accomplished. With strong preparation (not just "teaching to the test"), all our students were able to pass (in one of the 3 passing levels), indicating that the test is fair and achievable, while still having high standards.
Submitted by Lillie in Massachusetts on January 23, 2012
Pros: Aligned to the standards I teach
Cons: Misses growth of some students, such as those far below and/or far above grade level
Pros: Easy to administer
Cons: Results are not returned quickly • It is hard to use the data
The MCAS serves as a helpful summative tool for the work that occurs in a school year, and helps students and familes see where there student is scoring in relation to others in the state. On its own this one test does not help improve my practice, but I do create my own MCAS style assessments to use throughout the school year to measure progress of my class.
Submitted by Deborah in Massachusetts on January 21, 2012
Pros: Aligned to the standards I teach • Assesses higher-order thinking • Takes students a reasonable amount of time to complete
Cons: Misses growth of some students, such as those far below and/or far above grade level
Cons: Results are not returned quickly • Doesn't help me track my students' learning gains over time • It is hard to use the data • Is not helpful to my professional growth as a teacher
The 10th grade ELA MCAS is a reasonably good test of general reading comprehension--it assesses if students can infer, understand figurative language, and so on. The writing (long composition) section is more limited, it asks the students to write a formulaic five-paragraph essay and subsequently assesses a very low-level of writing (and a genre that is not commonly utilized in the "real-world"). The greatest challenge with the MCAS is that is not designed to provide teachers with data to improve their instruction. The results are given months later (well after students have moved on to other teachers). As a result, a school or district may use MCAS data to look for general trends among its population, but a teacher cannot tailor instruction to meet the needs of the students who are in front of him/her. In addition, the data is not analyzed for schools; teachers who want to assess how they performed the year prior must take on the time-consuming task of analyzing the data him/herself to look for areas where they may need to improve their instruction. Schools must do the same to analyze overall trends. It is important to note that this test was not created to be a tool for teachers, and ultimately it is not.
Submitted by Karen in Massachusetts on January 20, 2012
Pros: Aligned to the standards I teach • Assesses a range of students, including those from far below to far above grade level • Takes students a reasonable amount of time to complete
Cons: Does not assess higher-order thinking • Misses growth of some students, such as those far below and/or far above grade level
Pros: Easy to administer
Cons: Results are not returned quickly • Doesn't help me track my students' learning gains over time • Is not helpful to my professional growth as a teacher
I like the MCAS as a summative assessment. It is a standards-based test, that helped teachers know where their students scored, based on established achievement levels. This worked well for teachers who could loop with students. Those teachers were able to use the MCAS as a starting point for the next year's instruction. However, for most teachers, who did not teach the same students the following year, they found the MCAS to be extremely limiting. The results literally came too late to inform instruction. The ELA test was scheduled in late March or April, and the results were not available until August. Thus, for most of us, by the time we received results, those students had graduated, and had other teachers. This flaw will hopefully be solved with the Common Core Assessment schedule. The CC assessments should occur multiple times per year, and enable teachers to utilize the results to inform instruction.
Submitted by Karene-Sean in Massachusetts on January 19, 2012
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