The Teacher as Assessor
A little handmade meme has popped up recently in my Facebook feed, shared by Alexandra Penfold, a children’s author and food writer.
Interesting, no? Being told—by scientific measurement, no less—that you were minimally proficient at the skill that was your heart’s desire and life goal. And then sailing on to the very wonderful career you planned, data be damned.
There are lots of implications here, most importantly that test scores are not even close to reality. The first question I would ask Penfold, if I could, is whether she was ever made to feel as if her skills were ‘remedial’—either by any of her teachers, or by her family. I doubt it.
But I have heard plenty of stories about kids who seemed to be fine, cooking right along, until they were derailed by surprising test results, causing a radical change in plans (different classes, different college, different career). Testing impacts lives—and Penfold probably missed the worst of the data fetishism that has become standard in American public education.
And yet, the alternative—the teacher as sole assessor–has come to feel almost random to us. Do we trust teachers—all teachers—to provide useful and accurate feedback, the kind that nurtures children’s dreams and also pushes them to excel? It’s a tall order.
Teachers develop their personal assessment skills and models over time. And building equity and encouragement into testing and grading (as opposed to using evaluation as sorting or punishing) takes a lot of trial and error. Some teachers are good at using grades and scores as investments in student growth. Others, not so much.
Universities don’t do enough to prepare teachers with a range of assessment strategies CONTINUE READING: The Teacher as Assessor | Teacher in a strange land