Is Testing Irrelevant?
Scottish Council for Education Technology’s Nigel Paine once said the tradition of exam papers and whole-class teaching is becoming irrelevant because of the information revolution.
Instead, he advocated for more individual and small group learning, especially with the technological advancements in schools. More information, he said, will come from computers and not on memory. Therefore, exams should test more than memory.
This kind of debate has been around for years, with the other side arguing what better way to grade students than to conduct exams.
Why it works
- A test gives the teacher an idea on where students are in their learning and what topics they should still focus on before moving to the next lesson.
- It also helps assess the effectiveness of teaching.
- It gives students a sense of accomplishment, and a chance to evaluate what they know and still need to review on.
- It can encourage students to learn more.
Why it does not work
- Some students cannot perform to the best of their ability because they get very nervous.
- Cramming can yield good results to students who function best doing it, even if they did not work throughout the course.
- Most students forget what they studied after the exam.
- Sometimes, the focus is on passing tests instead of improving comprehension.
Possible compromises
Make more productive tests.
- Exert effort to make tests a less intimidating experience. Explain the purpose for the test and enumerate the positive results to be gained from it.
- Inform them beforehand, and allot time for review in class.
- Make them understand that the test result is not the only thing that matters in calculating their grades; their work during classes count too.
- Highlight areas of difficulty when grading, but be sensitive when handing out results.
Learn from previous tests made.
- Were the instructions clear?
- Is it consistent with work done in class?
Try some testing alternatives
- Assess continuously by giving grades for assignments over a period of time.
- Evaluate student performance based on their assignments and projects collated in a portfolio.
- Ask students to assess themselves based on a previously decided upon criteria.
Collaborate
- First, ask students to review all the books and notes they have read and written. Have them list down the most important points they learned and understood. Then ask them to turn these statements into questions.
- The said questions should fall under three categories: Fact, Concept and Thesis. The first asks for knowledge, the second asks to sort facts and requires more complex thinking, and the third asks students to write essays with a hypothesis and supporting evidence.
- The teacher then adds some questions to what the students made, and reproduces them as a study guide for the traditional exam.
Think out of the box, once in a while, and do not depend on exams as the only tools for student assessment. This way, students will be kept on their toes, and make better effort to learn in class.
Sources:
Frost, Richard. “Testing and Assessment.” Retrieved February 25, 2008 from
http://www.teachingenglish.org.uk/think/methodology/test.shtml
Harnish, Jim. “Making examinations more collaborative.” Retrieved February 25, 2008 from
http://www.evergreen.edu/washcenter/resources/acl/b3.html
“Technology 'making exams irrelevant'.” Retrieved February 25, 2008 from
http://news.bbc.co.uk/1/hi/education/specials/bett_99/253871.stm
(Published 10 March 2008, Smart Schools Program)
