Susan Berfield said:
Most standardized tests aren’t objective, don’t measure a student’s ability to think, and don’t reliably predict how well a kid will do in the workplace. So what’s good about them? They’re relatively cheap to create, easy to administer, and they yield data.
Image credit: From data to wisdom, Nick Webb
I’m pretty impressed with the Ames High School band directors. Not only are Chris Ewan and Andrew Buttermore facilitating a great band program musically (250+ students who give amazing performances), they also are modeling instructional innovation and risk-taking with technology. When our district provided laptops for students, for example, they immediately jumped on the opportunity for band students to record themselves and then submit their digital files for review. Many students are using SmartMusic to help them practice and – even cooler – marching band participants now can see what they’re trying to accomplish on the field because they’ve been sent a Pyware video that shows them what it looks like from the perspective of those of us in the stands. [Next up, Ohio State!]
But I think the most enthralling thing they’ve done to date was a video that they showed us during Parent Night last week (feel free to pause at any time to get the full effect):
How do you help a group of incoming 9th graders realize what it looks like when they’re out of step? Put a video camera on the track at foot level, of course!
Imagine you’re a brand new band student… You’ve only been marching for a few days. You’re juggling learning new music with learning how to step in time. It’s difficult to see what everyone else is doing. Your opportunities for feedback are relatively limited in the large group. And so on. It’s easy to feel like maybe you’re doing better than you really are. Heck, you didn’t hit the student next to you today with your tuba, right? But the video doesn’t lie… “Wait, those are MY feet! And I’m not there yet.” And that other video from up in the stands that shows that our lines need work too? Also useful for helping me see where I fit into the overall picture…
Why do I like this video so much? Because it models creative ways to give kids feedback and because it uses technology to help students learn how to get better. As Chris Anderson noted in his TED talk, video often allows us to innovate more rapidly. Want your 9th graders to ramp up their marching band footwork as fast as possible? Show them – don’t just tell them – what it looks like…
How is your school using technology to help kids SEE how they can get better? (and, no, I’m not talking about ‘adaptive’ multiple choice software)
In a post about the difficulty of New York’s Common Core assessments, Robert Pondiscio said:
Test makers have an obligation to signal to the field the kind of instructional choices they want teachers to make
I’m going to disagree with Robert on this one. I’m fairly certain that test makers should NOT be the ones driving instruction…
John Robinson said:
‘We would like to dethrone measurement from its godly position, to reveal the false god it has been. We want instead to offer measurement a new job – that of helpful servant. We want to use measurement to give us the kind and quality of feedback that supports and welcomes people to step forward with their desire to contribute, to learn, and to achieve.’ – Margaret Wheatley, Finding Our Way: Leadership for an Uncertain Time
Want to know what’s wrong with testing and accountability today? It’s more about a ‘gotcha game’ than really trying to help teachers improve their craft. Over and over ad nauseam, those pushing these tests talk about using test data to improve teaching and thereby student learning, but that’s not what is happening at all.
Image credit: Exams Start… Now, Ryan M.
Dan Meyer said:
at this moment in history, computers are not a natural working medium for mathematics.
For instance: think of a fraction in your head.
Say it out loud. That’s simple.
Write it on paper. Still simple.
Now communicate that fraction so a computer can understand and grade it. Click open the tools palette. Click the fraction button. Click in the numerator. Press the “4″ key. Click in the denominator. Press the “9″ key.
That’s bad, but if you aren’t convinced the difference is important, try to communicate the square root of that fraction. If it were this hard to post a tweet or update your status, Twitter and Facebook would be empty office space on Folsom Street and Page Mill Road.
It gets worse when you ask students to do anything meaningful with fractions. Like: “Explain whether 4/3 or 3/4 is closer to 1, and how you know.”
It’s simple enough to write down an explanation. It’s also simple to speak that explanation out loud so that somebody can assess its meaning. In 2012, it is impossible for a computer to assess that argument at anywhere near the same level of meaning. Those meaningful problems are then defined out of “mathematics.”
Leslie and David Rutkowski say:
simply reporting results, in daring headline fashion, without caution, without caveat, is a dangerous practice. Although cautious reporting isn’t nearly as sensational as crying “Sputnik!” every time the next cycle of PISA results are reported, it is the responsible thing to do.
This holds true, of course, for all other assessment results as well. I am continually amazed at how many press releases become ‘news stories,’ sometimes nearly verbatim. Too many educational journalists have abdicated their responsibility to ask questions, to investigate claims and evidence, to cast a skeptical eye on puffery, and to try and get to the truth…