The idea of assessment is a tricky one in many ways. Assessment can be something as simple as listening in to group conversations to gather knowledge on who is participating and how much they understand the topic. It could be an in depth portfolio covering work from the entire school year compiled and reflected on. Or it could be an entrance or exit tag where the student comments on something they learned or something that confused them. This particular article focuses on way to assess learning in regards to literature. This can be an even more tricky subject to tackle. I agree with the text's assumption that how a teacher assesses her students depends on what she expects them to take from the text. If she values facts and specific literary devices than she would probably use a test which would reflect that. She might have multiple choice or fill in the blank or matching or short answer. She could even include an essay which deals with how exactly the work uses similes or metaphors.
I do not want to teach my students to regurgitate facts; at least not when it comes to literature. I understand that it is difficult sometimes for teachers not to "teach to the test" in the storm of standardized tests that students must face. And those texts are largely a regurgitation of facts. But I believe that it is important to grow beyond that and to take your students with you on the ride.
In a previous work I read, it said that students who learn to really understand and analyse literature are actually better prepared to take on the mind-numbing standardized test. I agree with this assumption. As a student I was always good at dissecting a piece of literature. I was also prone to higher scores on standardized tests when it came to reading and writing. I believe that these things go hand in hand. And I hope that all of my students can find that connection as well. It will be my greatest work and my greatest honor to lead my students into critical thinking and all of the help it will give them in life (not just on tests).
In line with that point I want to speak on a specific paragraph in the text being discussed. On page 237 near the bottom is a quote from the International Reading Association and the National Council of Teachers of English which, summarized, states that testing should be based in how people actually acquire language. There is not one right way to persuade someone of something. There are different tactics and language involved with selling a house or asking someone on a date or persuading a boss as apposed to a subordinate. Because persuasion does not come in a single form, it makes very little sense that a persuasive essay would be the same for every topic. Knowing this, instruction and assessment should reflect it and trying to assign a single meaning to such a concept is unacceptable.
At the current time, being in school as I am, I find myself torn in my classes between these two poles. I have been taught to take multiple choice tests and I'm good at them. I know test taking strategies and I can apply them easily. But I LOVE discussions about a text. I love debating and hearing new perspectives. I love expanding my view by trying to see someone else's. I love that I can write an essay about a topic that interests me and pour my passion onto the page. I am more alive when I am being challenged by a counter point to something that I believe in. And all of this lets me know that there is not single way to approach something, especially literature. I wouldn't be happy if there was. And I hope that I NEVER fall into the trap where I start to expect autonomy from my students! Because I certainly don't expect it from myself!
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