Testing

Testing philosophy

Why we abstain from testing at Kinma

1. Imposition of the BST contravenes our constitution. Kinma's constitution (1972) states that competitive testing is not to be used to measure student progress. Kinma's educational philosophy is founded on the principle of non-competition because such competition creates excellence that is too narrowly defined for real learning competency. Instead Kinma promotes a form of education that values all types of child intelligence and learning styles many of which cannot be measured statistically or competitively.

2. Testing risks test driven curriculum. Such tests result in students and teachers responding to the needs of the tests at the cost of individual learning needs or the integrity of school philosophy. Kinma offers a student driven program consistent with learner driven pedagogy - a major contribution to educational development in Australia.

3. The benefits of testing don't apply. While schools with large class sizes, large staff numbers and high teacher turnover might indeed benefit from such testing this is not the case for Kinma. Kinma classes are well below state limits (less than 20), staff numbers are limited to 5 individuals who are in constant communication about each child's progress, and teacher turnover is very low.

4. Testing undermines teacher expertise. Because of its size and philosophy Kinma provides an ideal educational environment where staff members are highly attuned to each child's progress and able to make decisions about programming that are sensitive to all aspects of a child's performance and make best use of teachers' creative expertise. Peer teacher observation and dialogue, parent/teacher monitoring and conversation and student/teacher communication provide a much better indication of learning progress than standardised measures.

5. Testing absorbs scarce resources. BST takes time in preparing students for testing, running the tests and preparing the paper work to comply with reporting. With such small staff numbers and an administration staff of 1 BST will seriously jeopardies the school's ability to continue.

6. Test results are harmful. When children learn that they are sub standard or exceed standards this affects their confidence and creates division in school communities. Kinma is a strong and cohesive school community and is deeply concerned about the harmful effects of testing on children and the community as a whole.

NSW Board of Studies

NSW Board of Studies

Kinma delivers and meets all of the requirements of the NSW Board of Studies to a very high standard; we just don't do it in a 'tick-the-box" way.

Kinma consistently receives the highest level of registration possible from the Board of Studies, most recently in our 2009 inspection.

Kinma is recognised at university level as one of the few schools in Australia practicing learner-directed education, and we have an internship arrangement with Macquarie University.

"As a parent I would feel confident with my child's progress; as a teacher, as a principal and as an inspector, I commend you and your staff for the work that we have reviewed here today"

- Inspector from the NSW Board of Studies, September 2009.