During my time spent in the education program several professors have given me the impression that “teaching to the test” will have negative effects on my students and classroom community, and for the most part I agree. As defined in the text, teaching to the text refers to an “approach [that] focuses on teaching materials similar to those found on upcoming assessments rather than engaging in innovative pedagogical ways to deliver curriculum.” (pg. 144). While reading this chapter however, a new perspective on formative assessment was provided. I realize now that test throughout the year as well as final exams, are the perfect way to measure to whether or not a teacher is covering the material in the curriculum. As the texts says, they can be considered a “form of accountability” (pg. 136), causing each teacher to ensure they are providing each child with a complete education.
That being said, I definitely see the pressures and stresses that formative assessment places on both students and teachers. Students can become focused on what grade they will receive instead of the knowledge they will acquire and teachers may feel stress because their “students' outcomes on such tests are often interpreted as reflections on their teaching skills and efforts” (pg. 144). The paradox here is that usually if teachers forced students to memorize facts they do well on tests, but do not actually learn anything. Where as, if teachers teach to a students interest level, the student will not necessarily do well on a provincial exam, but will have learned a lot.
Overall, I believe that we need to make sure students are learning everything they can, but we need to do it in a manner that will keep their interest. This will continue to be a struggle for me throughout my teaching career.
Discussion Question:
Do you see the value of formative assessments and standardized testing? Why, or why not?
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