Here's another article about the way we learn and how that needs to figure into our methods of assessment. http://motherjones.com/kevin-drum/2010/08/testing-kids-testing-teachers I wonder if we will ever come up with a truly useful way of assessing student -- and teacher -- progress.
One thing seems self-evident, though. Our children are NOT learning what they need to learn in order to do well in a competitive world. Even worse, they are not learning what they need to learn to become thoughtful citizens. These two problems bode poorly for the future of our nation.
This is demonstrated in the slipping of the US in world education rankings. We now rank 33rd in reading, 27th in maths, and 22nd in science. http://www.geographic.org/country_ranks/educational_score_performance_country_ranks_2009_oecd.html
Showing posts with label assessment. Show all posts
Showing posts with label assessment. Show all posts
Friday, August 20, 2010
Sunday, August 8, 2010
Educational Assessment
High School valedictorian Erica Goldson's speech caused me to reflect, once again, on how learning does or should happen and how we can know that it has taken place.
The question of assessment and how it enhances or impedes learning is one most teachers have been engaged in for years. Would that it were as easy as just chucking the grading systems that have evolved and go for a more enlightened approach to self-learning. However, experience has shown that few of us are willing or able to take on the responsibility for personal education; there must be some means of confirming a level of learning in any field. I wouldn't want a doctor to do surgery on ME if that person had not demonstrated proficiency.
There is increasing emphasis on defined learning outcomes for each course at every level of schooling, and that may bode well for change. I can envision evolution toward demonstrating competence with the defined learning outcomes in order to receive credit for a course. That would allow the very bright or very ambitious to move ahead as quickly as possible within the bounds of their own intellect and energy. It would also enable those who are not as self-directed to achieve similar goals by engaging in a structured and teacher guided learning program.
The question of assessment and how it enhances or impedes learning is one most teachers have been engaged in for years. Would that it were as easy as just chucking the grading systems that have evolved and go for a more enlightened approach to self-learning. However, experience has shown that few of us are willing or able to take on the responsibility for personal education; there must be some means of confirming a level of learning in any field. I wouldn't want a doctor to do surgery on ME if that person had not demonstrated proficiency.
There is increasing emphasis on defined learning outcomes for each course at every level of schooling, and that may bode well for change. I can envision evolution toward demonstrating competence with the defined learning outcomes in order to receive credit for a course. That would allow the very bright or very ambitious to move ahead as quickly as possible within the bounds of their own intellect and energy. It would also enable those who are not as self-directed to achieve similar goals by engaging in a structured and teacher guided learning program.
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