During testing week at my school, students show up dressed in their finest sleeping apparel and rocking their favorite bedtime accessories. In an endearing trend I began noticing two years ago, students walk into their testing rooms loaded down with blankets and pillows of various sizes, shapes, and patterns. They use them to turn their desks into pop-up sleeping quarters when they’re finished testing. Since they can’t go anywhere, speak to anyone, or listen to anything during exams, many have taken to curling up beneath the room’s glaring fluorescence in order to nab a few Zs.
Although I suspect comfort is the primary reason for the bedtime theme, I can’t help but wonder if ornate sleeping masks and emoji pillows are also a quiet form of rebellion. When it comes to the do’s and don’t’s of testing season, student apparel is just about the only area Pearson and the state have yet to dictate.
During testing week, children and teachers are subjected to a draconian set of restrictions. Students spend roughly four hours every morning hunkered down in front of dusty laptops, clicking through absurdly boring reading passages and math problems. The monotony is crushing. They aren’t allowed to chew gum or eat food, and any trip to the restroom or a water fountain requires waiting outside the room until a hall monitor is available to escort them to a restroom. This can take a while because during testing only one student is allowed in each bathroom at a time. For teachers, our four hours are spent tracing and retracing serpentine paths up and down rows of desks. Just like the students, we aren’t allowed any distractions. There can be no reading, writing, or planning. Just continuous motion. So today, for the third day in a row, I walk and they click.
There’s something disarming about watching a student in an Eyore onesie focus intently on a high-stakes exam.
My group starts off strong. Except for an unfortunate bout of hiccups, the first two hours glide by in silence. Every kid is in the zone. Students who are allowed to use bilingual and English dictionaries during the exam put them to work, flipping between page and screen for what seems like every question.
Cracks begin to form during the third hour. Feet start to tap. Exaggerated sighs and poorly muffled coughs ping pong around the room. Students begin squirming in their chairs as if the hunks of faded plastic were covered in ants. At this age, students are 95% arms and legs, and it’s charming to watch them contort their ungainly limbs in an endless (and futile) quest for comfort.
When a kid drops his calculator and everyone whips their heads around to stare at him, I know students have hit the wall. From that point forward, sounds that would have been ignored earlier become the subject of intense scrutiny from everyone in the room. All it takes is a single automatic pencil click to cause half of the room’s heads to whip around and glare at the source. Kids are now raising their hands to go to the restroom at a fever pace.
A girl in the back of the room takes off her oversized sweatshirt and drapes it over her testing shield (a cardboard trifold blocking a student’s primary lines of sight). I watch as she tries to push herself into the plush cave. A boy in the back of the room is about to make a farting noise on his arm, but I glare him down.
With only twenty minutes until lunch, kids who haven’t finished yet begin speeding through the remaining test questions. They don’t want to consult any dictionaries or highlight any evidence, they just want to go to lunch with their friends. Because when you’re in 7th grade, the possibility of missing out on treasured, unfettered social time easily outweighs some test.
I’m not allowed to make any comments other than “Please click on the ‘submit test’ button” or “Be sure to use the pointer tool to select the correct answer,” so I simply continue pacing. Finally, the bell rings. I collect everyone’s materials (any scratch paper is collected and shredded) and dismiss them to lunch. I’m exhausted. I cannot imagine what this feels like for the kids.
And just like that, the moment is gone. Although test results begin rolling in immediately, we refrain from telling the students their scores for a few days. And even then, we only reveal whether they passed or failed (versus the common performance categories of below basic/basic/proficient/advanced).
After lunch, the schedule goes back to normal. I tell the students in my three afternoon classes that they can do pretty much whatever they want. They play Uno, take silly Snapchat pictures, and write on the whiteboards. I play a few hands with them and photobomb their snaps.
Next week we’ll be back to academic content, so on these days I try to give them as much space as possible. The summer itch is real, and I’ll need my strength to lead them through one final (and short) unit. So for now I sit on top of my desk and laugh with them, marveling at the hyperbolic existence that is life as a middle schooler.