A Classroom without a Test

Almost everyone who has the chance and the means to attend school loves to do so. However, the enthusiasm wanes when it is time for testing. It seems that every student is keen to gain some kind of learning or understanding but when the teachers are about to measure their level of knowledge and skills, they become anxious and stress about it.

Because test is part of student life and his/her future depends on passing it in whatever type it is presented to him/her, some students develop a sense of abhorrence to it. The pressure from parents and teachers makes learning miserable to some.  Instead of the initial happy outlook about education and its importance, students begin to develop a fear to take a test. This results to some kind of cheating on the part of the student. The poem below written by Kenn Nesbitt showcases some of the tactics develop by learners:

This Morning is Our History Test

A Funny School Poem for Kids

This morning is our history test.
I've pinned my notes inside my vest.
Inside my coat I wrote my notes,
including dates and famous quotes.
I've written more upon my hand
that only I can understand,
and in my socks and sleeves I stowed
my scribbled notes in secret code.

I've written down so many names
of winners of Olympic games,
of buildings, people, places too,
from Tennessee to Timbuktu.
I even copied down a piece
on ancient Rome and ancient Greece,
plus everything from Shakespeare's plays
to who invented mayonnaise.

I came to school so well prepared.
I wasn't nervous, wasn't scared.
But here it is, the history test.
I look inside my coat and vest
to get the dates and famous quotes
and find I cannot read my notes.
So much for Shakespeare, Greece and Rome.
I left my glasses back at home.

As a student, I can understand why some students practice this kind of dishonesty. I can say that learner like me does not really hate tests. What we detest are tests that are designed badly and do not fairly measure our knowledge and skills, especially when they are given only as a requirement to grade us.

I dislike test when it was unannounced. For me, it is absolutely unfair. I know that teachers hate it too when the principal, district supervisor or superintendent suddenly comes to evaluate their classes. I hate test items that are not highlighted as important or even discussed in class. I abhor exams that are not given back or return without a single remark. I despise test items that are forgotten and never been reviewed even if most of the class did not get the correct answers. I hate test items that measure irrelevant and meaningless knowledge that can easily be forgotten such as names, dates, places and events, like Kenn’s history test. I dislike test when it is given only once at the end of the course and it is the only basis of your grade.

Some students hate tests because they do not study their lessons. They despise exams because they do not understand the contents. The abhor assessments because their parents will scold them when they performed badly.

Because of this natural dislike of tests of most students, can we design a classroom without a test?

As future instructor, I can say that it is possible to teach students, provide them opportunities for learning and assess them without a formal test such as the dreaded written exam. To measure their level of performance and skill, learners can be assessed using authentic or performance-based assessment method. Assessment tools in this approach include portfolio, presentation, products and other processes that constitute real world and local scenarios and benefits. However, to be of value and elicit positive response among students, learning outcomes, instructional strategies and assessment should be in accord with one another. For example, performance of knowledge or skill that is not taken in class or taught should not be assessed. Likewise, assessment methods used can gauge learning outcomes or objectives.



Since alternative methods of assessment can be time consuming at times, traditional approach minus written test can still be used as genuine determinant of student learning. One such method is class discussion or recitation. Initially, this approach should be used as formative. Towards the end, the class should be advised of the date and time that their answers and/or opinion might be graded. In this case, the students shall prepare for the appointed time.



Another approach to be used is class game, like that of trivial pursuit, where students can participate and answer a particular question regarding the material. So that every student can have the chance to answer, regain confidence and correct a mistake, it should be done frequently throughout the course. Although written, assignments, journals, actual experiments, scientific investigations and essays are less frightening than classroom exams. To be effective, the goals and the methods of assessment should be explicitly determined and discussed prior to any meaningful activity. Frequent feedback should be given throughout the process. For those who cannot show their understanding in written reports, presentations, performances or any artistic creations can be regarded as substitutes. Likewise, these proofs of learning should tackle the learning outcomes as well as the minimum standard required for such authentic activities.



Tests can be intimidating if they do not measure what they purport to measure and no discussion is given about their contents and objectives. Tests can be replaced by performance and skills manifestations as long as they showcase the relevant materials included in the learning objectives and they can be measured fairly and objectively. As long as students learn what we expected them to learn, the assessment method used to gauge their level of understanding and skills is irrelevant. Doing away with the written test is one way as long as the alternative method/s prescribed can successfully measure fairly and objectively their learning.

Come attend my classroom without a test!

Images from

1) http://campusninjas.files.wordpress.com/2012/11/exam-cartoon.jpg

2) http://www.poetry4kids.com/poem-339.html#.Un_KXnByC-k

3) http://www.insidecolby.com/blogs/wordpress/wp-content/uploads/2012/12/ExamCartoon.jpg

4) http://www.cartoonstock.com/newscartoons/cartoonists/rma/lowres/rman195l.jpg

5) https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiLOzA7FvoGCeFQtZyjTsoxMis0u5wHsVda8jTxMKFZjCXYLPBMMKZsJKtl92CowjYHPI985dD_UzRQGs7RLZRy8wxAOZZ9GbEIJbYPRUMKEvisx-RQ-prr6PUxLmrMWlik6m3aJf_c2Dhm/s400/MathClass.jpg

6) http://www.justajourney.co.uk/images/layout/rightHand_teachers_home.jpg

References

Erlandson, C. Performance Assessments: A Wealth of Possibilities. Developed by Saskatchewan Professional Development Unit. Retrieved from http://www.education.gov.sk.ca/Default.aspx?DN=38b5005b-31ca-4a37-bc4d-b6d03edc46d4

Nesbitt, k. (2005). This Morning is Our History Test.  http://www.poetry4kids.com/poem-339.html#.Un-n23ByC-l