TEACHING THE TEST

The assessments were pretty abysmal. Missouri math students fared poorly on the new performance-based math testing program for fourth, eighth and 10th-graders.

More than 180,000 Missouri students took the tests last spring. Scores are just trickling back to the local districts. While the majority of students surpassed the national average in the objective portion of the test, they scored poorly on applying and demonstrating their skills.

However, the poor scores may have more to say about the new performance-based education than of overall student math skills.

Educators across the state say the scores will rise the longer the test is in place. In other words, the longer schools teach the test, the better students will do.

This kind of logic doesn't add up.

It should be an early indication that performance-based education isn't working in Missouri. Instead, students and teachers should be returning to the tried-and-true basics for reading, writing and arithmetic.

The problem with these performance-based tests is that the questions are open to interpretation. And that's dangerous ground.

This particular math exam is largely subjective, which means students are give credit for showing their work, even if they don't get the right answer. The fact that the tests are subjective also proves a real barrier objective grading.

Here's a thought: Give the test to all members of the Missouri Legislature, the Department of Elementary and Secondary Education and teachers. Let's see how well they score.

The results may prove that these tests have nothing to do with good math skills. Success may hinge more on learning how to take the test, and that's ridiculous.

Teachers need to teach math, not newfangled tests.