Wk 5 Reflection - Assessments

Assessments and tests were the focus of this week's information.  The Web 2.0 chapter brings up a problem I see in my class. There is a disconnect between the way we are expected to teach and the way we are expected to test, especially for state testing. The book put it this way, "if you are integrating new tools, you do not want to assess these outcomes with old models" (Solomon & Schrum, 2007, p. 170). That quote is taken slightly out of context. The authors meant it more that we should create lessons and assessments together so that they align better. But it also illustrates the problem with current high-stakes, state testing.  Currently, teachers do not create the state test, nor do we have much, if any, input on it. This makes it very difficult to align everything. It also highlights the fact that the state testing is becoming more and more unreliable as an indicator of student performance. What it does really indicate is that our students do not do well on high stakes tests. It says nothing about their ability to collaborate and problem solve in a group setting, which is how most classrooms are structured now. It says nothing about their ability to find the information they need when it is needed. Many of my students learned another language before they learned English and struggle with definitions and vocabulary. What I am finding in my class is that these students understand the math concepts I teach, but get hung up on random vocabulary words in the test. They are more than willing to look up these words, but the State has determined that they should not be allowed to use a dictionary on the math test. So, does the student's score reflect their math ability?  Or, does it really reflect their vocabulary and language ability? We all need to work together to revamp the entire testing system to reflect the changes being made in the classroom and education system.

Mr. James Gee had some great suggestions on where we might look to find inspiration for changing the way we assess our students.  "If you think about, video games are one big assessment" (Edutopia.org, nd).  And he is right.  The entire point of any video game is to learn the game, then beat the game, or in educational terms, show that you have mastered the game.  This is exactly what we want out students to do in school.  Learn the material, then show us you mastered the material.  It sounds like schools and video games are basically the same thing structure-wise, which in some respects they are, but there are some major differences in delivery and timeliness.  In video games you learn by doing.  You control the widget on screen and figure out what it does.  In a video game you get instant feedback.  When you control that widget, did you progress or did you die.  In a video game, when you fail, you try again until you get it right.  Your life starts over and you go back and try another widget and you keep doing this until you mastered the game.  Often times, school is lacking in these basic componenets.  In school, students often learn by reading a textbook, then are tested over facts.  They receive their scores after a week or so and do not typically get a second chance.  If I were to describe how schools run now, most people are ok with that.  They will understand this system because that is what we have all grown up with.  But in light of the explanation of video games, doesn't the current system of education seem outdated, slow, and even wrong?

References:
Solomon, G., & Schrum, L. (2007). Web 2.0, new tools, new schools. Intl Society for Technology in educ.

Edutopia.org (nd). Big thinkers: James Paul Gee on grading with games. Retrieved on April 1, 2012 from
http://www.edutopia.org/digital-generation-james-gee-video