What is Authentic Assessment? What is the purpose of assessment, grades, tests?
It is not enough to just assess what students know or don’t know and mark it in a book or relay it to the parents, twice a year at conferences. I think assessment should be used solely for the the betterment and growth of student as they seek to make meaningful constructions of the knowledge of the world. It should help the child and teachers (parents) look at what and how they know the things they do, to further their learning.
I have never understood why the assessment is often so one-sided. The teacher is merely one voice in the conversation. When the student is not at the center of the assessment, then it is detached and fragmented lacking any power to lead to real authentic growth. Students might preform well, might score well on the state test, or complete all the assignments, but the minute the voice disappears there is no motivation or resources for the child to do their own work.
There is a deeper level of authentic praise and satisfaction that comes from active learning and excellence work. The natural power that comes from meaningful learning is an intrinsic feeling that is transferable for children for the rest of their life.
I believe it is ideal to invite the student to participate in understanding and creating the goals of their learning. Often in my reading and observation of classrooms, the students are just informed of their learning goals. They are put up on a poster or given as a rubric to the students. Are we not just repeating traditional assessment then under a new name and format? This process paints a picture of student involvement or student centered assessment, but still see the teacher or the other as the true source of assessment. Just informing the students of the “standards” to be reached or outcomes of their study is not enough. We should allow them to be an active part of the conversation and thinking around the what, how and why of their learning.
Also this would help to dissolve the idea that learning goals are finite. I understand the comfort and organizing power of standards, but I think they should be utilized as sign posts or maps of where learning can and might go. I personally believe that rubrics and standards can be as limiting as they are useful. By always dictating the outcomes, we turn our leaning into checklist to be completed, passively learning what is expected of us and never reaching beyond the boundaries of the rubrics or standards.
During my first year of college I was asked to write a persuasive research essay and decided to argue against grading. From the beginning grades were considered merely a tool for the institution not to help learning or the student. I am still confused and frustrated that grades and rubrics are still the main source of assessment.
This is not a new conversation at the cooperative, but one that I am interested in opening back up.
So, Why do you think grades and teacher driven assessment is still so central to school?
What are some simple ways for teachers and students to change this?
How do we start to have the conversation with parents, teachers and students about these issues?