The document discusses a force field analysis conducted for Ridge Elementary School to increase the percentage of students scoring at the Advanced Proficient level on the NJASK standardized test in Language Arts. Currently, on average 68% of third graders score Proficient. The driving forces to increase scores include read alouds, comprehension activities, and cross-curricular lessons. However, barriers include teaching to standardized tests rather than concepts, limited time and resources. Recently on the new PARCC test, only 5% exceeded expectations while 15% did not meet standards. Teachers have focused more on test-taking skills rather than language arts due to pressure, narrowing their view of students.

1. RUNNING HEAD: CI5353 MODULE 3 ANALYSIS 1
CI5353 Standards-Driven Learning: Module 3 Analysis
Maris Ferreira
American College of Education
October 24, 2015

2. CI5353 Module 3 Analysis 2
Force Field Analysis
Part 1: Desired Change or Goal
The desired goal or change of instructional need for Ridge School is a higher level of
Advanced Proficient scores on the NJASK.
Part 2
DRIVING FORCES RESTRAINING FORCCES (BARRIERS)
1. Push for higher academic achievement
in Language Arts
2. Push for higher leveled reading in
classrooms
3. Read Aloud with comprehension quiz
4. PARCC
5. NJASK
6. Standardized Testing Skills
7. Comprehension packets
8. Vocabulary quizzes
9. Cross curricular activities alongside
Language Arts
1. PARCC
2. NJASK
3. Standardized testing
4. Teaching to the test
5. Time allotment
6. Resources for ESL/Students with
Disabilities

3. CI5353 Module 3 Analysis 3
Part 3
Language Arts has been a struggle subject for third graders for a while. From 2011-2014
third graders at Ridge Elementary school have averaged a score of 68% Proficient on the NJASK.
(NJDOE, 2013). The NJASK standards for New Jerseys Assessment of Skills and Knowledge.
Last year, NJ introduced a new standardized test called the PARCC. PARCC stands for Partnership
for Assessment of Readiness for College and Careers. PARCC results just came out this week.
For English Language Arts and Literacy third graders scored low. For the State of NJ 15% of 3rd
grade students did not yet meet the standards, 18% partially met the standards, 24% were
approaching expectations, 39% met expectations and 5% exceeded expectations. (New Jersey
Department of Education, 2015).
Since the PARCC is a new test that has had a lot of hype, educators have been extremely
edgy about it and have been teaching to the test instead of making sure their students know the
basic knowledge of the information being tested on. There has been a grave amount of pressure
for high academic achievement with this new testing system. This test is computer based and
tremendously wordy. The students were getting test anxiety because of all the hype and preparation
for this test. As teachers, we focused more on the wording and the physical motions of taking the
test rather than the academic materials. We studied more mathematics and less language arts than
ever before. “Standardized tests not only dominate classroom instruction, they also influence how
teachers talk to parents and perceive their students. It narrows their view of their students.”
(Gallagher, 2015) Teachers are more focused on the test now than their student’s success.

4. CI5353 Module 3 Analysis 4
Reference

5. CI5353 Module 3 Analysis 5
Gallagher, S. (2015) ‘COMMENTARY: Testing takes toll on kids, teachers’, Courier Post, .
New Jersey Department of Education (2015) The PARCC Assessment. Available at:
http://www.state.nj.us/education/assessment/parcc/informing.pdf .
New Jersey Department of Education (2013) New Jersey Performance Report: Ridge Elementary
School. Available at: http://www.state.nj.us/education/pr/1314/03/034390090.pdf .