A teacher who was a proctor during recent testing in New York state wrote about the experience in a letter, which was shared in this blog post by Christopher Lehman, an author, speaker and senior staff developer with the Teachers College Reading and Writing Project at Columbia University. Among other things, the proctor relates that the eighth-grade students, who are in special education, became frustrated, didn't understand the questions and some even cried. Lehman questions whether this data -- related to students' reactions, feelings and emotions -- should be considered.
Should test scores take into account more than just the correct answers?
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