From having been a strong advocate of the general reading tests which have been a part of the ‘No Child Left Behind’ federal policy, Hirsch has now become an opponent. In his latest book, Why Knowledge Matters, he explains why he has changed his view. Although the general reading tests are valid tests of reading ability, they are what he calls ‘consequentially invalid’. However accurately they may test reading, they have harmful educational consequences.
General reading tests are educationally harmful, argues Hirsch, because they promote the idea that there is such a thing as a general reading skill, when in fact, reading ability is based primarily on knowledge of the domain about which one is reading. Because general reading tests support the fallacious but widespread belief in general skills, their use as a national measure of achievement on which schools and teachers are judged leads to ever more lessons in these general skills. Pupils do ever more practice of comprehension strategies, and ever less time is spent learning specific subject knowledge.
It’s easy to sympathise with teachers and schools that adopt the strategy of training in comprehension skills, rather than take the risk of giving a good general education. Good general knowledge is the best way to improve reading comprehension, but the fact is that teachers and pupils are presented with high stakes tests for which there can be no specific preparation, and this fills them with anxiety. Naturally enough, they want to do something specific that will help their pupils perform better in the tests. And the only specific thing they can do is practise comprehension strategies. All other preparation is indirect, and we cannot blame teachers and schools who are placed under such pressure from being doubtful about indirect, incremental, long-term methods when they are facing an imminent high stakes test.
So the main practical, observable effect across the American education system of holding schools to account through general reading tests has been a further impoverishment of the curriculum, as pupils waste ever more time working on mythical general skills. Hirsch recognises that, politically, there is no possibility in the USA of their being national tests which focus on specific knowledge, so he suggests that school districts remedy the deleterious effects of national testing by introducing their own local system of tests which are focused on subject specific domains rather than general reading ability.
The British government should take heed of the damaging effects of making a general reading test the measure of school attainment. These damaging effects are a matter of historical record in the USA. If the Department for Education wishes to promote a richer programme of subject specific education in primary schools, they need to change the way primary schools are held accountable. They need to scrap general reading tests at key stage two and replace them with specific tests of pupils’ knowledge about literature, history, geography, science, art and music. And while they’re reforming key stage two tests, they should scrap the English Language GCSE, which is also an unfair and educationally unhelpful assessment.
Of course, there will continue to be courageous and intelligent school leaders and teachers who build a rich curriculum of subject specific knowledge, and eschew the false promise of training in mythical general skills. But at the moment, our assessment system, especially at primary level, is hindering rather than helping this movement for educational reform.