Assessing and Evaluating Students' Learning

When I was in high school, I remember taking a lot of “fact-based” tests. I even remember teachers specifically saying, “This test is designed to prove to me that you read the book.” The problem with a fact-based test is it doesn’t give the student a chance to show if they know how to apply the knowledge they have learned. Application of knowledge is what students should be aiming towards by the end of a unit, not recall of facts. “By focusing their attention on trying to retain the “facts,” students perceive their own unique responses as irrelevant to “getting a good grade” and becoming more dependent on you for the “right answer,” positioning you as the knowledge dispenser.” This single sentence is so powerful. As a future teacher, I strive to uphold my philosophy that what you learn is more important than the grade you receive. I think fact-based tests give off the vibe that as a student, you will either be “right” or “wrong,” and if you are “wrong” then you didn’t learn anything. This mindset is going to greatly discourage the students who struggle on tests. They will be more likely to resist future learning, creating a downward spiral that becomes hard for the students to get out of. One alternative to “correct answer” tests would be to evaluate journal responses. While I don’t think the journal could be used as an end-of-the-unit test, I do believe it would serve as a much better route than a daily “mini quiz” to check if the students read the night before.  The journal could then be used during the unit test to answer more open-ended questions that give the students a chance to explore new ideas and push their understanding of what they have learned. This shifts the focus from memorization to formulation. Memorization of facts are important in the school setting, but I believe it is often over-used, limiting the chances students could receive to formulate their own answers, which would lead to deeper thinking.