Are tests the only objective assessment of student learning?

As I pondered this idea during this assignment and I had to really think critically. And, in a word-no, I would not consider tests to be the only objective assessment of student learning; especially if by “objective”, one means, not influenced by personal feelings, interpretations, or prejudice; based on facts; unbiased: an objective opinion (Dictionary.com, 2010).

There are a plethora of different methods through which a student’s true learning knowledge can be assessed which are, in deed, objective. Further, a vast majority of modern assessments measure what is learned more in-depth by allowing students to employ their higher thinking skills. Having students participate in a debate, for example, either for or against a given topic, allows them to synthesize information and formulate ideas which might not be perceived or understood as thoroughly if they were given a multiple-choice test.

Students participating in performances or presentations, while given more flexibility, typically recall at greater lengths the information presented due to the type of interaction that is required. Assessments such as these are called authentic assessment and are driven by a constructivist point of view. As Smaldino, Lowther, and Russell state, there is rising interest in authentic assessment, “because [it requires] students to use processes appropriate to the content and skills being learned and to how they are used in the real world, (p. 108, 2008).

In order to produce well-rounded students, a variety of assessment methods is desirable. Students need to be able to rely on their strengths. Assessments should consider learning styles and intelligences of the students. Tests, while heavily emphasized today, do have their place, but are more useful in providing a better overall picture of the student when combined with authentic assessments.

References:

Dictionary.com (2010). Retrieved June 22, 2010 fromhttp://dictionary.reference.com/browse/objective

Smaldino, S.C., Lowther, D.L. & Russell, J.D., (2008). Instructional technology and media for learning (9th ed.). Upper Saddle River, NJ: Merrill Prentice Hall.

The above video is on Authentic Assessment and I found it relevant. Suppose there were no authentic assessment? What would learning look like?

paxpax18 (2008). Authentic Assessment Method retrieved June 22, 2010 from http://www.youtube.com/watch?v=zEZNqAKtarc&feature=related

What does a technology infused classroom look like? Hmmm...

Thinking about infusing technology into my classroom is a concept I've had for a few years now and the idea has really intrigued me. One reason I decided to leave a school that I loved after 16 years, was to have the opportunity to really involve students in using the newest technology in which the county was investing.

In my own classroom, I envisioned my students bustling about independently, creating individual products, assisting one another, and collaborating to create assignments together. Students interact during large group assignments with the interactive white board as lessons really come to life and true learning occurs. Student are engaged! They investigate, ask questions, and seek answers. This room is exciting and the students never tire of learning.

The physical layout of the classroom includes a listening center over in one sunny corner of the room, several student computers with the latest product-creating software, a math table full of manipulatives and calculators, a writing center, complete with interesting colored paper and pencils for writing and editing, an organized and full reading library, and finally, student desks which are clustered into groups of four to five for easy group work and collaboration.

Having the room ready for learning is a first step. A major component of truly attaining my goal is to make certain to have planned accordingly. As Smaldino, Lowther, and Russell state, ". . . creating effective lessons that support learning through the appropriate use of technology and media is the systematic selection of your instructional strategies, the technology and media, and the lesson materials," (p. 96). In order to positively impact the 21st century learner one must conscientiously plan to implement technology and then strategically embed it into the course content so that its use is meaningful and the overarching educational goals are met.

This vision has not completely materialized yet but I am eagerly working towards the day in which it will.

This is a video I found interesting on YouTube which discusses 3 phases of effectively integrating technology.

References:

Leister, J., (2008), Three phases of educational technology, Youtube, retrieved June 8, 2010 from http://www.youtube.com/watch?v=-Ir4-EFVhzI

Smaldino, S.C., Lowther, D.L. & Russell, J.D. (2008). Instructional technology and media for learning (9th ed.). Upper Saddle River, NJ: Merrill Prentice Hall.