Ei-iE

EI’s national affiliates in Germany, the Gewerkschaft Erziehung und Wissenschaft (GEW) and the Verband Bildung und Erziehung (VBE) together with the Grundschulverband (GSV), have criticised the VERgleichsArbeiten (VerA) study which compares work between students in 3rd and 8th grades.

Comparative studies are written following comprehensive tests based on the students’ ages. VerA investigates nationwide which skills students have achieved at a particular time. It does not take account of students’ cultural or social backgrounds. This educational monitoring aims to guide competency orientation and strengthen the education system. The next VerA round of tests will start on 13 May.

Stop the epidemic of tests in schools

“Schools need support, not Testeritis,” say the trade unions in a joint press release dated 5 May. “VerA goes against inclusion. These nationwide comparative studies exacerbate the pressure to perform. They represent a burden for teachers and pupils without enhancing inclusion.”

The document goes on to stress that “a good school is a place of learning and living together, offering children and young people a comprehensive education and the best possible development opportunities. Therefore, quality must not be reduced to a standardised measurement of achievements.”

GEW: No evidence that tests work

GEW President, Marlis Tepe, is sceptical about the value of standardised tests. “We use a lot of money on quality assurance measures and still do not know how or whether they work,” she said.

‘’VerA’s impact on improving quality at schools has never been evaluated by independent researchers,’’ Tepe added. “VerA gives teachers a lot of extra work. However, the plethora of data does not help developing meaningful support frameworks in schools.”

A recent GEW pilot study shows that more than 70 per cent of colleagues cannot see any benefit of the VerA studies for their teaching practice. Not even half of the respondents used the results for school development processes.

VBE: Negative impact on education quality

The VBE is equally critical. “VerA narrows the schools’ educational mission,” said VBE national President, Udo Beckmann. “Measurement of results in two subjects is not enough to allow for serious statements about school development. In the worst-case scenario, test results ignore the situation at the school and demotivate the teaching community.”

To date, no VerA test has led to improved conditions for school staff, or increased the possibilities of individual support for students, or targeted training opportunities for colleagues, he said.

Beckmann called it “paradoxical” that VerA demands significant additional work time from teachers – this is a waste of resources in schools that would be better invested in developing schools and courses.

EI: Teachers’ voices must be heard

“Teachers and their union representatives should have a say as to how their work and their schools and students should be evaluated,” said EI General Secretary, Fred van Leeuwen. “Quality assurance is important, but the methods used to evaluate must not be disruptive and have a negative impact on the quality of teaching and learning activities.”