Assessment for Learning Around the World

In reading Darling-Hammond and McCloskey (2008), one gets the notion that the onus on a child's academic assessment in highly ranked educational systems around the world is where it should be--in the hands of the teachers.  The methods used in these countries "turns out to be an important way of enabling strong teacher participation and ensuring high-quality local assessment"(Darling & McCloskey, 2008, p.264).  This format has also been found to improve curriculum.  The main reason for this success can be attributed to one factor in my opinion-teacher involvement!  Here in New Jersey, it would be nice to see some control over student assessment given to the classroom teacher. 

"Assessment abroad involves teachers in developing and scoring intellectually challenging performance tasks that are embedded in and guide instruction, providing grist for feedback, student self-evaluation, and learning"(Darling & McCloskey, 2008, p.271). I strongly believe that more control of assessments should be made locally, definitely within the guidelines of the state.  The United States is too diverse to impose national standards of achievement. There are students from every corner of the globe here in Hudson County alone that present a challenge to educators in regard to language barriers, cultural differences, and where English is not the primary language spoken at home. Many times these children come from families where there is a lack of formal education at home.  My point is that these students may be deemed not proficient by standardized testing because of the reasons listed above, but may stand a chance academically  if their knowledge would be assessed in another format.

  The authors contend that the high-achieving countries "rely largely on open-ended items that require students to analyze, apply knowledge, and write extensively (Darling & McCloskey,2008, p.264).  After reading Thomas Friedman and Daniel Pink, it is clear that these are essential attributes that American students will need if we are to remain competitive in the global marketplace.

In Sweden, teachers are required to do post graduate work in content and in education that is financed by the government.  I would like to see this intense training instituted beginning with all undergraduate education majors.   The changes that need to be done must start from the ground up. We have to teach tomorrow's teachers to be able to provide a new vision for assessing our students other than standardized tests. 

While I agree that we need to change our methods of assessment to improve curriculum, I am also concerned about the subjective grading of the assessment.  Who is to assess the assessors?

In many other countries, the teachers are developing their assessment tests.  These "classroom tasks ensure that students have the kind of learning opportunities that prepare them for assessments"(Darling & McCloskey, 2008, p.269).  Here in New Jersey, teachers can't even see what is on the standardized test under penalty of death.  Every test is sealed and secured until the student breaks it open on test day.  How does a teacher know if they have been preparing the students properly if they have no input into formulating the assessment?  What about feedback?  You don't even get the scores back until the following school year (ASK 4) or late in the school year(HSPA).

This changing of our assessment method will be a monumental task.  It will not be easy or quick.  Perhaps it can begin in schools today through meaningful professional development where the focus of teaching changes from teaching to the test to developing greater learning.

Reference:

Darling-Hammond, L., & McCloskey, L. (2008). Assessment for Learning Around the World:  What Would It Mean To Be Internationally Competitive? Phi Delta Kappan, December, 263-272.

Right Now Mash Up

Many thanks to my family, who gave me much technological support. The content is all mine.

Japan math class

This video was quite surprising.  I thought that I would have seen a classroom of little robots sitting quietly in their seats giving rote answers to the teacher.  I was amazed by the amount of activity in the room.  The noise level was really loud, with some students just yelling out.  One of the students actually tugged on the teacher's arm to get her attention. 

The atmosphere in the class was much more relaxed than I expected.  The class also seemed to be student directed.  Maybe we should be less regimented in our instruction especially if the teacher has a lot of Tylenol because it was definitely loud.

Fischbowl reaction

The information is mind boggling when you consider the technological advances in the past few years alone.  I myself am learning every day how to navigate my way around the computer as a result of my going back to graduate school where everything is computer driven.

Our children are very adept at using the computer, yet they need to be educated in how to interpret the data accessible on the computer.  However, the answer is not always the computer.  Children need to be taught how to think critically.  They must acquire background knowledge.  This comes from conversations at home, in the classroom, and in social situations.

To move forward in the schools, we must improve our professional development so that teachers are abreast with the current technologies.  What exactly are the skills that are necessary for the 21st century?  We can't teach it if we don't know it.

We also have to get away from teaching to the test, as responding to a multiple choice exam does little to improve a child's creativity and imagination.  These two skills will be essential in this century.

The students need to be trained to think so they will be able to adapt to the ever changing work force.  The students must be prepared to collaborate with others which will be another essential skill, as we don't even know where the jobs will be.

Who's scared? Any parent such as myself should be scared because the job market right now is horrendous, and we don't know what it will be like in the future when my children graduate from college.  

Jeter School Improvement Plan

After not meeting our AYP for the second state year, I propose the following improvement plan to address the need for strengthening the mathematics skills of our students here at Jeter Middle School, in particular our 8th graders. Because we are an economically disadvantaged district, we are being held to a higher standard. We must be able to apply mathematics to the real world.  We are currently taking a close look at our current Math text book to determine if  it addresses the needs of our students in regard to the data analysis provided from the last two standardized tests.  We are interested in possibly piloting a new text book for our school that incorporates 21st century technology, as well as, also includes math manipulatives.

We will be stressing mathematics as a cross-curricular focus in our school. This will be a priority in all of our grades, but in particular 8th grade.

After receiving an allotment of money through the No Child Left Behind grant, I feel that the money could be best utilized in the following manner:

Title I  

We must hire an additional 8th grade math teacher who is highly qualified with a 6-12 grade certification in Mathematics. This will reduce class size.  A lower student-teacher ratio has been found to be effective in improving standardized test scores.  I realize that that this will use up most of the funds under Title I, but I strongly believe that this additional staffing is essential.

Title II

Since most of my staff is highly qualified, we need to address professional development as a means of achieving improved student learning. Therefore, workshops will be established to aid teachers to specialize in their subject areas with a strong focus on building math skills. These PD programs will include teaching with manipulatives, keeping the students engaged, and how to implement a cross-curricular program.

Along with in-district workshops, the funding will be utilized to account for teacher release time to attend out of district workshops that are content specific.  The funding will allow for substitutes to cover classes. I will also allow for teachers to observe neighboring districts with successful programs to see what works for them in dealing with similar type students.

Title III

We will use this money to purchase computers for our bilingual program that will be used for all students.  By increasing the number of computers, we give our students  the opportunity to improve skills that are essential for their educational background in the 21st century.  Additional money from Title III will be spent on software for these computers with an emphasis on building math skills.

Title IV

This money with be utilized to improve school morale and to build self esteem in our students. Our counselors will provide team building skills for our students by instituting programs such as Peer Leadership, as well as Peer Mediation training so that our students have a safe nurturing environment in which to learn in.  This positive environment hopefully will create an atmosphere where all students can thrive.

Title V

This money will be allocated to provide a stipend for teachers for an after school program for the students who have shown to be not proficient on previous standardized tests.  This program will emphasize the areas in need of improvement based on the data acquired from previous tests.  These will be small groups and the instruction will be a lead up to the NJ ASK 8.

In conclusion, please consider these proposals as a means of improving not only Jeter School's test scores, but its overall academic performance.