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Recently, I have acquired new knowledge, through my last M.Ed course, about the structure and elements of curriculum planning, instruction, and assessment; and, specifically, about how important it is to effective teaching and learning that those elements align in philosophy, conception, and design. After taking my latest course, I have realized th...See MoreRecently, I have acquired new knowledge, through my last M.Ed course, about the structure and elements of curriculum planning, instruction, and assessment; and, specifically, about how important it is to effective teaching and learning that those elements align in philosophy, conception, and design. After taking my latest course, I have realized that the movement occurring over the last 8 years in my province is rooted in a shift in educational philosophy at the district and school level. However, that shift does not align with the philosophy of education at the provincial level. Whereas, teachers are encouraged and at times mandated to move away from subject-centred curricular design to learner-centred or problem-centred designs the provinces still requires them to teach to a subject-based assessment. This misalignment of philosophy and practice between schools and province has caused confusion, frustration, and anger among the front line workers of education: teachers.
Consequently, I was interested in reaching out to get thoughts and ideas about the role standardized tests play in humanistic and social reconstructionist approaches to teaching, specifically how can standardized test be aligned with learner-centred and problem-centred curricular designs. I teach in Alberta, a province where there has been a massive push away from traditional educational philosophies such as Perennialism and Essentialism and towards the contemporary educational philosophies of Progressivism and Reconstructionism. With that push there has been a plethora of resources and strategies thrown at us that centre on conceptions of curriculum that vilify academic rationalism or cognitive process based conceptions and, instead, highlighting the merits and benefits of conceptions of curriculum such as humanistic curriculum, self-actualization, and social reconstructionism. Unfortunately, this push misaligns with the provincial testing. Each year all grade 12 students must write a standardized test in each course that makes up 30% of their grade; the grade they must submit to universities. Ultimately, teachers are stuck in the middle of a tug of war of planning, instruction, and assessment. How does one plan and instruct learner or problem based designs but assess using high stakes and standards based assessments. The process is incongruent to the result. This is further complicated by the fact that more authentic, dynamic, and alternative assessments are now being pushed as best assessment practice in the classroom. Thus, my question is this: where do standardized tests fit in with learner-based and problem-based curricular designs. How do I align my philosophy of practice with the expectations of the province when they are different. Are there any resources or strategies you can share that would help with this incongruency to enhance student learning.
Mona
Standardized tests such as the ACT, SAT and GED are utilized to measure the college-readiness of high school and other adult students. As such, they have to be motivated to study for these tests effectively. Conventional classes are always helpful, but other than this, hiring a mentor or tutor, forming a study group or self-studying can also be res...See MoreStandardized tests such as the ACT, SAT and GED are utilized to measure the college-readiness of high school and other adult students. As such, they have to be motivated to study for these tests effectively. Conventional classes are always helpful, but other than this, hiring a mentor or tutor, forming a study group or self-studying can also be resorted to. Each of these methods can be used on their own or combined. However, studies have shown that students who study on their own are more motivated. Self-studying can thus be made faster and easier by studying online or enrolling on an online program offered by reliable online study guides such as Test Prep Toolkit. Various tools can be accessed online, such as free practice tests and online classes along with interesting video and digital courses. Students can also learn tips from the blog section wherein they could gain valuable info about how to study about the ins and outs of standardized exams. Through online self-studying, students can learn to become self-starters who can fortify their knowledge and skills in more engaging ways.
by Joe Giuliani
Oct 25, 2015
I cover education issues for Examiner.com, and I'm writing about the president's recent call for limits to standardized testing. If any teachers would like to share their thoughts about standardized testing, please email me at giuliani.[email removed].
Thank you, Joe Giuliani
Assessing students' progress in reading, writing, math, science and social studies doesn't have to depend upon paper, pencil and bubble sheets! Here are 40 unique ways to observe and assess students' understanding of subject matter.
by Jeremy Brunton
Jun 23, 2015
Greetings all,
I wanted to let you know about Lumos Learning. We offer PARCC test prep for grades 3-8 in Math and ELA. We are currently being used in several Parishes including Rapide, and CADDO among others. If you would like to find out more please contact me at jeremy.[email removed]
thanks, Jeremy
I'm desperately trying to find more sample science tasks like my students will see on the test. The state hasn't provided us with much. Please help
In addition to studying for tests, there are techniques that students can employ to increase their scores on multiple choice tests. Click below to read 7 simple tips by Susan Fitzell.
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