As educators, most teachers begin their careers hoping that they will make a difference to the pupils
under their watch. Being able to inspire, motivate and challenge children has, and should always be at
the forefront of anything that happens in the school timetable. 'Preparatory School' is indeed an ideology
to prepare our boys to enter the wider world equipped with the necessary tools to be meaningful and
positive contributors to our society. Arnold House boys are gifted with a wealth of opportunities to
explore, investigate and collaborate; surely all the necessary ingredients for a bright future? But how do
we know if we are adding any value to the life lessons that occur outside the school gates? How can
teachers effectively measure and track academic progress of one pupil, a group of pupils or indeed an
entire year group? What tools are at our disposal to learn from, adapt and deliver a curriculum that
evolves and caters for all?
In my time at Arnold House this has been an ever-changing crystal ball. One that I am interested in
developing for the benefit of the boys and realize that to do so we need to acknowledge the negative
connotations that often shadow the concept of what a 'test' is. Friendships, sportsmanship, empathy
and tolerance are often tested on a daily basis on the school playground. Whilst it is difficult to quantify
we see and know that it is happening and that the boys learn from their experiences. Does this also
work in the classroom? Largely, yes, however, there is increasing pressure for teachers and schools to
provide 'hard' evidence which entail many pros and cons. Today, this takes the form of a standardised
test which AH boys at Loudoun Road sit each year. Where did these tests come from and what are the
benefits?
Many of the first widely adopted standardised school tests were designed not to measure achievement
but ability. Intelligence tests, and similar assessments that grew in prominence in the early twentieth
century, had an aura of scientific objectivity. The Army Alpha and Beta Tests, developed during World
War I to sort soldiers by their mental abilities, became a model for the schools.
Testing promised a way to identify children who might go on to great things while avoiding wasting
resources on “slow children.” This went along with the growth of academic tracking to set students on
the career path deemed appropriate for them. The most important test of ability, the College Entrance
Examination Board—later renamed the Scholastic Aptitude Test, or SAT—began in the 1920s.
(Educational Psychology Review 2003).
Fast forward to today and we need to ask “is the picture as bleak and archaic as it once was?” One
would hope that the use of these measures has evolved with the times and that it is one of many tools
teachers use to facilitate their understanding of a boy's ability and how it compares to his attainment in
a given field.
There are arguments for and against standardised testing in schools and all points are valid. At
Arnold House we try to look at the 'big picture' and use this sort of testing to assist in our day to
day teaching.
- We are attempting to ensure that 'outside' factors are minimised and that boys see these tests as activities that help their teachers get a better handle on areas to focus on in their lessons.
- We don't teach for the tests and treat it as an exercise for boys to familiarise with and develop good strategy when doing so.
- All standardised tests administered are now digital which allows for a quicker turnaround in results and also encompasses a platform that boys need to become familiar with.
- Arnold House aims to be transparent with our findings and are continuing to give information evenings for parents to better understand the nature of the data collected and how it pertains to factors present further up the school.
- We remain vigilant in our duty of care to the boys and promote a growth mindset about these tests, aiming to minimise the extraneous variables, limit stress and monitor wellbeing.
I believe that Arnold House uses this information with a measured, sensible approach, it has very little
impact on extra-curricular activities and is one of many points of information teachers have to get the
very best out of the boys. Is there a better way? Perhaps there is. In an ideal world we wouldn't need to
test at all; the data we are required to collect would magically appear on our laps and we can have it at
the ready to impress anyone who asks for it. In any case we won't be found resting on our laurels and
will continue to promote the ideals we all had in the first instance of our teaching careers. Doing the best
by the boys and using the most useful tools to do so.
Mr Dayne Mathews
Head of Assessment and Pupil Progress