How authentic is assessment

As I recently set to correct some assessment pieces that my students have worked on. I began to reflect on how they have demonstrated their skills, knowledge and understanding through a standardized test as opposed to their demonstration of skills throughout lessons during class time without the pressure of exam situations. With time pressure and lack of ability to discuss learning, to develop ideas and knowledge or collaborate, students regularly underperform.

This kind of testing was developed at the beginning of the Industrial age to help employer score and sort workers into groups and categorise their skills to put them into the most appropriate areas of the factory. Fortunately our world has developed and now this kind of categorisation is redundant. Unfortunately the education system has not developed it’s methods to reflect this development.

Without the pressures of these testing situations we observe more authentic student abilities. It is disconcerting to me that as long as we continue to administer standardized tests to students we are not giving students the opportunity to demonstrate their skills and abilities in a normal scenario.
Employers are looking more and more at the so-called “soft skills”; such as collaboration, team work and problem solving. When we take these opportunities away from the students, after encouraging and embracing this in daily classes, we are asking our students to perform in a different way to how we normally expect and encourage when competing assessments.

We are taking away the strategies that would be otherwise encouraged and embraced.

With the resources available to us through the development of technology and ‘anywhere-anytime’ access to global knowledge it does not make sense to test student knowledge and recall of information when it is all Google-able.
In all levels of academia we subject students this regime of recall testing Google-able information. In the workplace the demonstration of employable skills includes the application of knowledge not the recall of this without access to resources so why do we insist on this method in education?

How can we make this a systemic change and remove the emphasis from tests and scores to an authentic demonstration of skills?


My Google 20% Story

I have begun reflecting upon the books that I have been reading and this book is a great inspiration to my teaching practices; “The Google Story” by David A. Vise. You can read my reflections about this book here.

The Google Story

I have proven when education embraces some of the lessons learnt by Brin and Page into the life lessons being taught across the world that there is greater success and innovation. Every teacher can start this by simply asking the students about their creative ideas and providing the Google innovation “20% time” to develop and incubate these ideas.

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Minecraft-ing the Curriculum

With more and more focus on standardised testing and data collection in education teachers are looking for solutions that satisfy the curriculum and the governing education department’s requirements of assessment data.

The timeless question for many teachers in the classroom today is: How can I keep my students motivated to learn and participate? And there are a vast number of resources to answer this timeless question, but my answer is always to make it feel like it isn’t learning and the students are engaged and demonstrate a whole lot more than the curriculum outcomes that you have set for the lesson.



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