This week I really contemplated the following questions:
Does "teaching to the test" ruin the integrity of education? But what about schools who don't teach to the test- are those students prepared to take the state test that dictates the rest of their schooling career or if they can even graduate? What is the difference between instruction that teaches to the test versus instruction that does not teach to the test?
These questions are just a few droplets of water from the monsoon that came barreling in this week- shaking me up, weathering me, breaking me down- so that I could thinking more clearly about the difference between authentic and objective assessments.
What did I learn as a result of my research? Objective assessments have no place in a Language Arts classroom. I realize that is a bold statement, and some may disagree with my assertion, but let me explain why I feel confident enough in making that claim.
For starters, every teacher should read Authentic Assessments for the English Classroom by Dolgin, Kelly, and Zekha, because it contains a few really good ideas for how to implement authentic assessment in the classroom. Though it only contains a few ideas, each idea is thoughtfully developed with explanations, reactions, examples, and materials to get teachers started. Furthermore, the ideas present in this text serve as starting points, or forms of inspiration, for which educators can create their own unique, authentic forms of assessments. Really, that's the whole point of this text: to enlighten and inspire. And this text did just that for me.
"We want better for our students. We do not want our students to be known simply as a level on a state exam- we want them to be more, and we believe in the research and theories that argue alternative and authentic assessments lead to high standards" (Authentic Assessments 77). That statement gives me goosebumps. As a teacher, my students will never be just a number or a label, and I will always strive to have my student meet high standards through a curriculum that is rigorous and applicable to their lives. Throughout my experience as a teacher, I have yet to see how the state exam is real-world applicable for students or how it's even an accurate measure of student knowledge. State exams predominately have multiple choice type of questions where there is only one right answer. Well, not all students can choose the best- the one- right answer because they can argue for more than one answer. And why exactly is that a bad thing? It's not. When a student wants to argue for more than one right answer that means they have a voice, and when students have a voice in class and on their assessments they are reaching higher standards. In the real world, people need to have a strong voice that is active with convictions. To me, having a strong voice that is filled with reason helps to determine one's knowledge. As a result, the state tests do not accurately measure student knowledge, as I've said in past blog posts, because not all students can take objective assessments well. Just because a student does not test well on a state exam does not mean they are a poor reader or that they are truly below basic or basic; it could simply mean that in order for that student to thrive, they need to be given an authentic form of assessment, one where they an use their voice.
As I have already alluded to, administering objective assessments remove students' voice, and, as a result, students lose the ability to critically reason. Wow. Taking a multiple choice test seems too easy, almost like little effort goes into it, unlike writing an essay or giving a speech or creating a Glog or putting on a drama skit. It's no wonder many students would rather take an objective assessment. Education, with the state exam and teaching to the test, has taught students to become lazy. Our students do not care to have a voice, and they probably feel that way because they do not know what they are missing.
It's obvious that state exams aren't going to be abolished anytime soon, so what can we do to rectify the disaster they have created for our students and in the classroom? For starters, get rid of objective assessments in the Language Arts classroom and create authentic forms of assessment instead. Teachers need to convey to their students that learning is much more than learning how to take a test. Teachers need to ignite a passion for learning and help students find all of their lost voices. Teachers need to help prepare students to become active members in society. Teachers can do all of that by not teaching to the test and including authentic forms of assessment. And for those of you who are still skeptical about whether or not our students will pass the state exam if we don't teach to the test, don't worry. The state exams are not rigorous. If teachers help students find their voice and prepare them to be active members in society through other varied, authentic forms of assessment, students will undoubtedly pass the state exam because they are going beyond the standards of the exam.
Authentic assessments are assessments that are varied and ask for student interpretation and voice. Because authentic assessments are varied, that means they can take many different forms. The text Authentic Assessments, as already stated, offers a few ideas to help teachers get started with creating authentic assessments in their classroom. I really liked how on pages 65-68, the text outlines how East Side High School administers an end-of-the-year assessment. Most teachers give an objective assessment that is cumulative. However, East Side has students use what they have learned all throughout the year, using various concepts, themes, and texts, and apply it to their grade level's end goal: "to have students feel empowered to use their own voices to write and speak about the world around them" (65). The phrase "end goal" is key here. Authentic Assessments introduces the concept of backwards planning. Consequently, East Side created their end-of-the-year assessment first, and then planned for how they are going to get students to reach that end goal. What I love most about their end-of-the-year assessment is that students have a choice. Students can do any of the following: write a short story that focuses on a community leader; choose a genre (tv show, poem, song, letter) to create a revolutionary message that targets an issue; write a persuasive speech about injustice; create an enact a theatrical performance; or partake in a testimonial project. In order to complete any one of those assessments, students have to use information from the texts they have read throughout the year, consider the concepts learned, and reflect back on class discussions or projects. Students can illustrate their mastery of the knowledge without having to answer a multiple choice test. Instead, they can choose how they want to express their knowledge that best suits their abilities. Now that's authentic and differentiated.
Now I end this post with questions for you to consider:
What is your subject and grade level end goal? Does it help prepare students to become active members in society? If so, how? How are you going to get your students to achieve that end goal? How can you incorporate authentic assessments into your instruction so that students are challenged and form their own voice as a unique individual?
I teach mostly 12th grade college writing, so yes, most of the time in class is spent practicing and working on writing skills to prepare them for college. But there is a decent amount of time talking about post-high school stuff, too, that isn't academic. They crave it; there is no real course offered for "life after high school," so they are constantly asking me to help them with scholarships, letters of rec, what the dorms are like, how many classes to carry per semester, you name it. Overall, I want them to succeed in college, and that doesn't just mean for their two intro level English classes--these writing, analyzing, critical thinking, etc., skills can be translated into ANY major, and I hope they understand that many things they are doing in my class WILL come up. That being said, my form of authentic assessment is often based on one-on-one conferencing, quickwrites/teacher feedback, full class discussions, and even Twitter. I liked reading their end-of-semester course reflections (typed, one-page) because I got to read their genuine appreciation for learning so many of these skills. I hope they weren't just sucking up. Because it was so exciting to hear that many were frustrated they didn't have this class closer to their first days at college. Maybe we'll do a "refresher" right before graduation :)
ReplyDeleteThis is when I wish we were in a classroom so that I could get you and Jim into a conversation (debate?) here! If you have a minute to read his post and see what you think, you should!
ReplyDelete