Remediation

Students have always had to take tests, and probably always will. How can researchers and administrators quantify learning without data? One end product of “No Child Left Behind” is “No Child Left Unassessed and Untested.” In the past eight years we have seen a tremendous increase in the emphasis on end-of-the-year testing. In Georgia, we have what are known as the CRCT’s (Criterion Referenced Competency Test – which is a fancy way of saying, ”Now we’re going to test you to see if you learned what we said we were going to teach you!”)

As in most (if not all) states, children in the 3rd, 5th and 8th grades must achieve a certain score on at least some portion of the test in order to be promoted to the next grade. In the 3rd grade, the students must pass the reading portion. In 5th, it is reading and math. Those children who do not pass the test the first time it is given are provided a two-week “re-delivery” of the basic points of the subject, and then are given a second chance to pass the test. The process is also known as REMEDIATION.

Some schools wait until school is out before giving the re-delivery. Testing then follows later in the summer. At our school, we do the remediation before school is out, and the retake of the test(s) occur the last week of school. So, for the past two weeks I’ve been involved in redelivery of 3rd grade reading: Inferring, main ideas, synonyms, antonyms, homophones, opinions vs. facts, details, genres, author’s purpose, and on and on. Some students only seemed to need a fine tuning. For others, it was as if they’d never heard of any of the material before. On top of this we saw a variety of attitudes toward the experience, ranging from a real desire to learn to an almost allergic reaction to the subject, with guffaws somewhere in between.

In addition to the actual material, the colleague I was working with and I tried to imbue in our charges a better understanding of test-taking. You know, like “Read the questions before you read the selection so you have an idea of what to look for.” Or, “Know why you’re rejecting answers. Don’t just grab the first thing that comes along.” That type of thing. Even, “Take your time and read each item carefully. You have plenty of time on the test.”

Well, today we gave the retakes. And we even noticed some of the students applying the tips we’d given them. Nevertheless, there were still those that were finished, including rechecking their answers, in less than half the allotted time. What are you going to do (besides see the same students again the following year)? There are second chances, but no third chances.

As I thought about this while roaming the classroom this morning, I came to realize that my work as a “remediator” for these children is nothing compared to what the Lord has to go through with me. There are so many lessons I have to go over time and again, because I just don’t seem to be able to pass the competency test. It isn’t that the stuff is too hard, I just don’t seem to choose to put into action that which I’ve learned. I guess I understand too well Paul’s frustration – that which I want to do, I don’t do; that which I don’t want to do, I do.

My only hope is to throw myself into the arms of the Supreme Teacher. If I give total control over to Him, He’ll even help me on (through) the test. What a deal! There have been so many times I’ve had to fight the urge to lean down and move a child’s pencil, or to scream out, “NO!” when I see him or her getting ready to mark an obviously incorrect response. In the spiritual world, God can do that for me if I’ll only give Him permission.

Remediation. Through His mercy He’ll keep going over it until I finally make it. Second chances, thirds, fourths…hundredths. Whatever it takes, as long as I show an interest. What a God!


Dr. G