In my state, students don't take standardized tests until third grade, but test preparation was a major focus in K-2.
Students did little but complete worksheet after worksheet in kindergarten. The block corner was gone, there was no snack time, the dress-up box was taken away, and recess was reduced to just a few minutes. My son and his classmates sat at their little tables and silently filled out worksheets for the majority of the day. Talking, laughing or getting out of your seat was frowned upon.
In first grade, the timed math tests began. Shortly after students learned how to add and subtract, they were given daily math facts timed tests in order to "prepare" them for the ITBS math computation tests in third grade. Those lucky enough to pass the tests had their names posted on the winners wall in the classroom. Those who couldn't pass, were sent to the hallway to do flashcards with parent volunteers.
In second grade, the timed oral reading tests began. Each week, all students were required to read aloud as fast as they could while they were timed with a stop watch. Those that could spit the words out quickly enough to meet the benchmark number were rewarded with free reading time. Those that were deemed too slow, were given practice pages to read aloud, over and over again.
In third grade, they started timed writing tests. His classroom held a weekly contest to see who could write a paragraph the fastest using that week's vocabulary words. The vocabulary words were test prep for ITBS. The fastest child's paragraph was posted on the wall for all to admire.
Kids learned very early on that faster meant smarter and that slower meant stupid.
NCLB plays a part in the way school has been reduced to test preparation, but teachers chose to use all of these truly awful methods in the classroom. Teachers could have chosen different, more engaging, and more developmentally appropriate teaching methods, but they didn't.
Vicki Davis on 30 Dec 11Overview of the use of efolios in the Expository Writing course at the University of Washington. along with some sample portfolios. Currently the electronic portfolios are optional although having a portfolio is not. "The six TAs who chose to teach with electronic portfolios discovered many advantages to introducing this technology. They found that students learned to write for a wider audience and were able to better connect to the course outcomes by showing a greater variety of examples such as graphics and links to relevant Web pages. The electronic portfolios also simplified some logistics, allowing the instructors to easily show examples of online portfolios and students to review each other's work. "
