As the end of this semester rapidly draws near, I am delighted at the strides my students have taken. Yet I wonder how their triumphs will show up on the ruthless radar of assessment.
When I first met these students, they needed an interpreter to find out when and where their first classes would be. A month ago they rather actively participated in videoed interviews where they had to introduce themselves and talk about pictures they were shown. They show up for every lesson, doing their part, asking questions when they need guidance. They grasp every opportunity to apply expressions they have learnt, spontaneously and in context. I have never been as grateful for a sneeze in class as when the formerly most reluctant student piped up “Bless you!” without missing a beat.
My brave soldiers have come a long way in the eleven short weeks that we have worked together. All of them passed the midterm exam safely. And yet it is not certain that the final, external examination will do them justice. After all their efforts – and, yes, my own as well – the achievement is clear to see. But will it show up in the finals? I have to hope and pray that it does. It is extremely important that they see evidence that hard work and passion pay dividends. While it already has, my goal for the coming weeks is to ensure that both my students and the powers that be see what they have accomplished.
Failure is not an option. Mostly because they have succeeded. We just need to prove it.
Showing posts with label assessment. Show all posts
Showing posts with label assessment. Show all posts
Friday, April 10, 2009
Sunday, November 2, 2008
Examine This
2 November 2008, 8:35 PM
The time of the mid-semester madness is upon us, and has left none untouched. The teaching profession is beset by one of the most pernicious vices of traditional education: the pattern that emerges around written examinations. Exams tend to send students and educators alike in a counter-educational tailspin that puts us all to shame. And the worst thing is, we never seem to learn.
I should admit that I always loved exams, because I have an irrepressible urge to be applauded and was able to get straight As on reams of exams of which I now remember nothing. Yet as a teacher I have found that exams are endured as a necessary (or even unnecessary) evil by most students, who do not feel that results reflect anything of consequence. In many cases they are right.
Yet much of the educational system, certainly in the developing world, still glorifies the traditional written exam. Where I teach, we are gradually catching on to ongoing assessments, some of them alternative. Yet most of the ongoing assessment still consists of quizzes. While this system has certain virtues, they are not a reflection of students’ real ability to use their learning, particularly in language skills. It is certainly not a reflection of an ability to cope in the 21st century.
But here we are, halfway into the semester, with half our teaching corps on their haunches like performing poodles, and the rest simply on their knees. The next three weeks will be laid on the altar of the traditional written exam, accomplish nothing, upset students and provoke a torrent of flattery, negotiation and attempted bribery.
It is times like these that I truly think we, the educators, are the ones who have a great deal to learn.
The time of the mid-semester madness is upon us, and has left none untouched. The teaching profession is beset by one of the most pernicious vices of traditional education: the pattern that emerges around written examinations. Exams tend to send students and educators alike in a counter-educational tailspin that puts us all to shame. And the worst thing is, we never seem to learn.
I should admit that I always loved exams, because I have an irrepressible urge to be applauded and was able to get straight As on reams of exams of which I now remember nothing. Yet as a teacher I have found that exams are endured as a necessary (or even unnecessary) evil by most students, who do not feel that results reflect anything of consequence. In many cases they are right.
Yet much of the educational system, certainly in the developing world, still glorifies the traditional written exam. Where I teach, we are gradually catching on to ongoing assessments, some of them alternative. Yet most of the ongoing assessment still consists of quizzes. While this system has certain virtues, they are not a reflection of students’ real ability to use their learning, particularly in language skills. It is certainly not a reflection of an ability to cope in the 21st century.
But here we are, halfway into the semester, with half our teaching corps on their haunches like performing poodles, and the rest simply on their knees. The next three weeks will be laid on the altar of the traditional written exam, accomplish nothing, upset students and provoke a torrent of flattery, negotiation and attempted bribery.
It is times like these that I truly think we, the educators, are the ones who have a great deal to learn.
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