To indicate whether someone has learned something there has to be some kind of test. The type of test is determined by what we want to see for learning. For example, if we wanted to see if a person had memorized an event=outcome then we would give them the events and have them display the outcome. Similarly, if we wanted to see if a person could figure out a problem, which uses information that was taught, we would give them a problem and see if they could figure it out. The results of the test indicate whether the learner recalled the information need to figure out an answer. To solve a problem they have already been shown requires memorization. To solve a problem they have not seen requires creative problem solving. This I believe is where using “tests” as primary indicators of learning have been failing. If we are creating learners prepared for the 21st century then we need to be using tests that require more than memorization. If that is the only type of learning produced, it will be quickly replaced by technology in the work field. An interesting aspect about testing and technology is that when taking a test we are not allowed to use technology to help us, but in the real world we are almost never without those tools to help us. Therefore, understanding how to use the tools may be more important than understanding a specific content area.
When talking about tests there is a lot of negative input on the use of standardized tests in schools. Even more controversial is the whole notion of teaching to the “test”. “Pressure to teach to the test distorts and narrows education” –Fairtest. While these tests are indicators of memorization and rational thought processing, they do not accurately define intelligence as also problem solving. “The true sign of intelligence is not knowledge but imagination”- Albert Einstein. Therefore, even though these tests may be good indicators of future success as used by college admissions, they have their shortfalls which need to be addressed. Changing the test to include creative problem solving though would completely change the dynamic. “In order for standardized tests to fulfill their role, they have to do three things: 1) They must measure the same skill-set every time, which means using questions that are designed according to certain standards, patterns, and rules. 2) They must include questions with correct answers that are beyond dispute, and they must be able to apply exactly the same grading standards to a potentially infinite number of test-takers. 3) They must make use of “norm-referenced” scoring algorithms (we don’t care too much about this one from a strategy standpoint, so don’t worry about it).” “…they’re literally the only objective indicator that’s common to all applicants;”-Testing Is Easy
Therefore, throwing in subjective testing would defeat the purpose of these types of tests. There has been the development of alternative tests, which measure some of the more subjective areas, but it is not objective enough to be used by most college admissions. This new type of test in addition to the standardized tests in place should more accurately measure ability and may close the gaps which the standardized tests have in gender, race, and social economic status, which have long since been discriminated by these inaccurate measurement of intelligence.
How does this effect how we teach? First of all, “teaching to the test”, indicates memorizing the answers, which will be asked. This is precisely the type of information required to do well on a standardized test. Another interesting point is that “…we never say a teacher is "teaching to the test" if she's using a test she wrote it herself.”-Jay Matthews. This is the area I think there is the most controversy. The “test” we are “teaching to” is really a set of standards provided by the state. The problem is not with the standards but with the way the test is set up. It is meant for those students who have high memorization capabilities. This is the 21st century though and the value of factual memorization has decreased with the incorporation of technology. So to clear the air about “teaching to the test”, it is not the information but rather the process, which is creating a negative result for many test takers and teachers.
With the “No Child Left Behind Act” (NCLB), there has been a focus on the standardized tests as they ultimately determine whether students are achieving the standards. While the standards are good in preparing students for the future, again, the processes of these tests is not an adequate measurement of those standards. Unfortunately, this not only affects the students who struggle with this test type but also the teachers who are responsible for teaching the information. The students may have learned how to figure something out but if they do not recall a specific answer then they would get punished for it. This ultimately reflects on the teacher and they are held accountable for their students doing poorly. Teachers should be accountable for what they teach, but this is a double standard because they are supposed to teach the standards and are also expected to be spending their time memorizing facts that would be on a standardized test, which does not accurately test for the standards. Therefore, I think the alignment of the tests and the standards need to be reevaluated to make sure they correlate. If we are going to have standards, which require “creative problem solving”, then we should have creative problem solving a section of the test. This doesn’t mean memorize aspects of creative problem solving, it means being able to creatively problem solve. Tests are meant to measure what one has learned, not memorized. Standardized tests are not meant to have these subjective answers.
To prepare our students for the future, we need them to be something other than factual encyclopedias; they need to be creative problem solvers. Therefore, the standardized tests are not appropriate for this 21st century learning. If we are to teach the standards expected, than the tests students are taking need to be properly aligned with those standards. Testing is essential to show learning, progress, and areas to work on for students and teachers alike. That is what testing should be.
Jacobs, Hiedi Hayes. (2010). Curriculum 21Essential Education for a Changing World. Alexandria, VA. ASCD
Deubel, Patricia. (April 10th, 2008) Accountability, Yes. Teaching to the Test, No. t|h|e| Journal. Retrieved April 4th 2011 from http://thejournal.com/articles/2008/04/10/accountability-yes-teaching-to-the-test-no.aspx
FairTest. (August 20th, 2007). How Standardized Testing Damages Education. Retrieved April 4th, 2011 from http://fairtest.org/facts/howharm.htm
Matthews, Jay. (February 20th 2006) Let’s Teach to the Test. The Washington Post. Retrieved April 4th, 2011 from http://www.washingtonpost.com/wp-dyn/content/article/2006/02/19/AR2006021900976.html
White, Deborah. Pros & Cons of the No Child Left Behind Act. About.com. Retrieved April 4th 2011 from http://usliberals.about.com/od/education/i/NCLBProsCons_2.htm
http://www.greatschools.org/students/academic-skills/400-teaching-to-the-test.gs
http://www.testingiseasy.com/standardized-test-purpose/
I think of testing and assessing knowledge as two different things. Assessing can be done in many ways, even during instruction, and provides information about what students know, partially know, and don't yet understand. This information can inform a teacher for what is needed next to lift student learning. How do we move toward this and away from so many "tests"?
ReplyDeleteI agree with what you are saying and your research shows. I think it is particularly true in mathematics. It is so easy to give a test that has just one right answer but much harder to expect students to use a concept they know in a different way. Unfortunately I tend to see very little of that and when I do I get really excited! It is something I think that I need to work harder on; to encourage students to try and use what they know in different ways.
ReplyDeleteI love how you focused on Albert Einstein's quote about "The true sign of intelligence is not knowledge but imagination." I think it fits in perfectly with the idea that a test will measure student's knowledge and intelligence. Also, with performance based assessments hopefully we are moving away from this thinking. Einstein also promoted that" the best thing that you can do to for a child is to stimulate their imagination." I
ReplyDeleteInteresting blog. I have communicated with many teachers with the problem of testing. Sometimes it is not the best approach for students to learn because most students will memorize, score well but forget the material a week later. Outcome = nothing learned.
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