Are Tests the Only Objective Assessments of Student Learning?

Blog 4: Reflect on the idea that tests are the only objective assessments of student learning.

Tests. We've all taken them. Were you one of the lucky ones that aced every test, or among the countless numbers of students who,

no matter how hard they tried, never did well on them? I have seen students who know the material, but fail the test. My son is one of these; he has text anxiety. While I understand the importance of tests, I do not feel they are the only objective assessments of student learning.

Tests have their place in education, but if it is the only means of evaluating student learning, we are cheating our students. A test is great for measuring the retention of facts, but assessments should also reflect the students' authentic knowledge and learning. According to Educational Testing Service (ETS), (2003), the form of assessment a teacher uses should depend on what information is being taught, the purpose of the lesson, and what the teacher wants to learn from the assessment. For example, in a lesson regarding figurative language and its affect on poetry, rather than testing students for retention of information, teachers could have students create their own poem using the content learned.

Tests tend to restrict student responses and may put some students at a disadvantage. The multiple choice and true or false tests can be worded in such a manner as to confuse a student. Students who have given it their all and still perform poorly on these tests, become discouraged and are no longer motivated to learn. A teacher should consider the needs of his or her students and design assessments with those needs in mind.

Students learn in many different ways and should be given the opportunity to demonstrate learning in a manner that allows them to be successful. For example, I am much better at writing an essay than I am at taking a test. It allows me to use my creativity in writing while I exhibit the knowledge I have learned. Performance assessments can be used to assess many different skills at once. They are also easy to integrate into lessons without interrupting the teaching. Speeches, skits, videos, and blogs are just a few of the ways that are easily infused into a lesson and can give an educator great insight into the students’ learning. When educators use authentic assessments, they are providing students with skills that will help them later in life.



While tests are necessary and useful at times, no single test or assessment can accurately measure a student's overall performance. They are simply snapshots of one particular day and one particular instance. Educators should strive to use a variety of assessments regularly to get a more accurate picture into each student's abilities and learning.


References
Educational Testing Service (2003). Linking Classroom Assessment with Student Learning. Retrieved from http://www.ets.org/Media/Tests/TOEFL_Institutional_Testing_Program/ELLM2002.pdf

The Technology-Infused Classroom

Reflect on the idea of what a technology-infused classroom looks like. How do you plan to have a technology-infused classroom?

When I was high school, back in the 70’s, teachers were the primary source of information. Students were passive vessels eagerly storing the knowledge the teachers dispensed. Today, students are no longer passive. They think and process information differently than my generation. Having grown up with technology as part of their daily lives, they have almost unlimited information at their fingertips. I have heard teachers state that students are no longer connected to their peers, but I tend to disagree. They are almost too connected. Texts, instant messaging, social media, photos, video chats, and online gaming are just a few of the ways students are connecting to their peers and to the outside world. They are no longer interested in sitting still in a classroom listening to lectures. They want and expect to have more control over their learning.

I envision a technology-infused classroom where students are active, creative, inquisitive, and on-task. Rather than leading the learning process, the teacher serves as a facilitator and coach guiding students in their learning. Technology is an integral part of this process, but it requires teachers and students to take a different approach to learning. This is a reciprocal process where students and teachers collaborate to achieve common goals. First, teachers must be willing to take risks and acknowledge that their students may know more about the technology than they do. They should be willing to have students teach them. Second, teachers must invest time in research. Subscribe to educational technology sites, blogs, or magazines to become familiar with different technologies and how they can benefit the classroom. Last, students must buy into their learning. This is accomplished by making learning meaningful to them. The computer is no longer just for essays. If used appropriately it promotes higher learning and real world applications. Project based learning with technology stimulates and challenges students while providing them with experiences that will benefit them far beyond the classroom walls. Working individually, and within a group, to research and analyze a problem provides the higher level thinking skills needed for success in the real-world.

Edutopia's article (2008), Why Integrate Technology into the Classroom: The Reasons Are Many states that

Effective tech integration must happen across the curriculum in ways that research shows deepen and enhance the learning process. In particular, it must support four key components of learning: active engagement, participation in groups, frequent interaction and feedback, and connection to real-world experts. Effective technology integration is achieved when the use of technology is routine and transparent and when technology supports curricular goals.

When administration understands the importance of technology and supports the faculty in the inclusion and integration of technology remarkable things can happen. To see how one high school in Mississippi has learned to integrate technology across the curriculum watch this video from Edutopia (2003).

In my classroom, I model and scaffold curricular and technological learning and encourage students to explore and be creative, but it has not been easy. I teach in a charter school and although we have made tremendous strides in purchasing technology, the implementation of it still lags behind. While there are many reasons for the lack of technology integration, I believe one of our biggest obstacles is the lack of training. Our professional development rarely provides the teachers with the knowledge or instruction to begin using technology. When our school received SmartBoards a few years ago, we had a 20 minute discussion on how to orient the board and a brief overview. It did not prepare teachers to utilize its many functions, so in many classrooms it is no more than a glorified whiteboard. Another obstacle that perpetuates teacher reluctance is the lack of a clear model explaining how to integrate the technology into the state curriculum (Morehead & LaBeau, 2005).

Using technology in the classroom just to say you are using it, does not accomplish anything. Technology must not only aid in meeting the curriculum, objectives, and learning goals for the class, but enhance it as well. It should flow seamlessly as if they were designed to go together, and not as an afterthought. There is no reason for a teacher to reinvent the wheel, however. Teachers can team up and collaborate on technology plans. There are also numerous websites that offer lesson plans, resources, and student activities to help teachers integrate technology into their curriculum.

reprinted with permission by Eric Jacobsen

At the present time, I work with small groups of students who have reading disabilities. Before I started researching technology-infused classrooms,I felt that I was doing an adequate job in using technology. I incorporate the SmartBoard, document camera, computers, and Kindles into my lessons. My students blog and make book trailers to extend their knowledge of reading, but I realize there is room for improvement. I would like to improve my teacher website by making it more interactive and incorporating resources for students and parents. I am always on the alert for new ideas and I never know where I may find them. I have found many useful blogs and I have recently subscribed to edtechteacher and Free Technology for Teachers. Educational technology is constantly changing and I intend to change along with it.

References

Edutopia. (2003, April 1). A commitment to high tech education. Retrieved from http://www.edutopia.org/harrison-high-school-technology-integration-video

Edutopia. (2008, March 16). Why integrate technology into the classroom? the reasons are many. Retrieved from http://www.edutopia.org/technology-integration-introduction

Jacobsen, E. (2002, February 02). Eric Jacobsen's cartoon page. Retrieved from http://www.ericjacobsen.org/toons.htm

Morehead, P. & LaBeau, B. (2005, September 28). The continuing challenges of technology integration for teachers. Retrieved from http://www.usca.edu/essays/vol152005/moreheadrev.pdf

How Visual Literacy and the Internet Impact Learning

How can visual literacy and the use of the Internet impact the teaching and learning process in the classroom? What are some visual-thinking strategies you would like to use in your classroom? What role do you want the Internet play in your classroom?

These last few weeks have given me an opportunity to ponder my use of visuals in the classroom. Although I have always used visuals, I realize now that it has been in a very limited capacity. The standard posters, the occasional graphic organizer, or a picture to help students understand an important lesson are a great start, but far from the ideal.

Students today are bombarded with visuals. They watch countless hours of television and video games with quickly changing images and absorb enormous amounts of data from those images. Although they are learning from these images, they may miss important clues and details that could promote a deeper understanding. Smaldino, Lowther, and Russell (2012) state that students need to be guided in the correct decoding of visuals. This is why teaching students to analyze, interpret, and create new understanding from the images is important.

Visuals are an excellent resource for all students. They can be as simple as line drawings, black and white pictures or cartoons, photographs, real objects, or numerous other possibilities. They should motivate students to pay careful attention to the lesson and to use language creatively. Visuals can be used as a catalyst for class discussions, encourage students to analyze, synthesize, and evaluate a concept, assess student understanding of a lesson, and to encourage, promote understanding and bridge the gap for struggling readers. Non-English speaking students may rely heavily on the visuals to clarify meaning and solidify learning. Words may create confusion due to obscure meanings, but visuals can create a clearer meaning. Even students from other countries understand universal visuals such as a pedestrian crossing or no biking signs. Visuals also give abstract ideas meaning, motivate learners and can focus students' attention to important details. Visuals can also help students recall information. I have used posters in my room that students used daily and even after taking them down for testing, I saw students stare at the wall where the poster had been. Later, they told me they could still visualize the poster and the information on it and it helped them answer the questions.

I will be incorporating more mind maps in my lessons. The use of these organizers with clear images help students see the linear thinking. I have also realized the value of using various pictures to promote understanding of new vocabulary. These visuals can link a concrete form to an abstract idea and therefore, give students something tangible to attach it to. As I introduce new concepts or units, I will use a visual as a way to ignite prior learning and spark discussions. When I taught kindergarten, I used props to help students identify objects and attach them to correct words. When I started teaching middle and high school students, I thought they wouldn't need these props as much. It didn't take long in the classroom to realize I was wrong. Objects such as a thimble (how many students today know what that is?) can create great discussions. I think the use of props as visuals would also be a valuable aid in my class.

The average classroom houses students from various cultural backgrounds, learning abilities, personalities, temperaments, and learning styles. Teachers need to use a variety of resources that will encourage student creativity and promote motivation for the various learning styles. The internet is an excellent resource for differentiated instruction. It can enhance learning with videos, games, simulations, virtual field trips, images, podcasts, and much more. Although time consuming, educators still need to research and evaluate sites before using them in the classroom. Videos, games, and other multimedia should only be used if it enhances the learning for students.

In my classroom, the internet is an intricate part of my lessons. I try to give my students authentic experiences by having them blog, make book trailers on Animoto, and use open-source software for word processing and spreadsheets. Students watch short, animated educational clips and play games to reinforce learning. I am always looking for ways to get their creative juices flowing and the internet makes that easier.

Smaldino, S.E., Lowther, D.L., & Russell, J.D. (2012). Instructional Technology and Media for Learning. Pearson Education, Inc.

Instructional Strategies and Technology

As educators, we must keep in mind the different learning perspectives and how they impact student learning. Each has its place in the classroom depending on the stated goal and objective. When we teach students how to follow procedures, and to show respect for each other, we use behaviorism strategies. When the goal is for students to understand metacognition and to focus on their own unique way of thinking, learning, and remembering problems, we may use cognitivist strategies. Constructivist strategies give students opportunities to construct new schema through the use of authentic learning. It allows them to be creative, innovative, and self-directed. Using a variety of instructional strategies allows us to differentiate instruction for our diverse learners. In a general education classroom, we see students from various socio-economic and ethnic backgrounds, English language learners, and students with special needs. A one size fits all teaching style will not work. We must meet them where they are, and provide them with a variety of instructional strategies to ensure maximum learning.

When I was in school, our main source of information came from the teacher and our textbooks. Those days are gone. Now, with quick, immediate information at our fingertips, 21st century learning has become more student-driven. Students use their iPads, iPhones, and laptops to access information anywhere and at any time. They must be able to communicate well with others, and to use information to solve multifaceted problems. They must also be able to easily adapt to a quickly changing society. I believe it is important that my students learn how to utilize and discriminate the abundance of information that is readily available. As a facilitator, my goal is to engage my students and provide them with ample opportunities in authentic learning. Traditional learning still has its place, but when educators integrate technology seamlessly into their instructional strategies, students have the ability to learn from others in a more universal fashion and on a deeper level of understanding.