Comments on: Assessment is a Bad Word?

By: 5. Web 2.0 tools vs. traditional tools ASSESSMENT | Book Cloud

5. Web 2.0 tools vs. traditional tools ASSESSMENT | Book Cloud — Tue, 05 Oct 2010 22:40:11 +0000

[...] but I do believe Grant Wiggins was absolutely correct when he spoke about assessment and said this, http://bengrey.com/blog/2010/04/assessment-is-a-bad-word-3/ Comment by Ben [...]

By: Thoughts on Assessment 3: Writing the obit on summative assessment | Constructing Meaning

Thu, 08 Jul 2010 15:38:25 +0000

[...] “Assessment is a Bad Word?” by Ben Grey (Twitter) at The Edge of Tomorrow [...]

By: Testing Vs. Assessment « Teacher in Transition

Testing Vs. Assessment « Teacher in Transition — Thu, 20 May 2010 00:31:23 +0000

[...] brought to mind this post by Ben Grey where he asks why teachers cringe at the word assessment. I responded to the post (mine’s [...]

By: luan

luan — Tue, 18 May 2010 08:41:35 +0000

I often name myself a devoted teacher. However, as I read your article, it seems to me that I care about teaching not learning. To me marking the students’ essays is really time-consuming. As a result, I usually leave them until the last minutes. Now I realize that I am teaching not for my students’ improvement but my teaching only. Many thanks for the article. I am marking my students’ essays now and will give feedback to them in the coming class.

By: Weekly Links (weekly) « Innovation Emerges…Everywhere

Weekly Links (weekly) « Innovation Emerges…Everywhere — Sun, 25 Apr 2010 21:33:00 +0000

[...] Assessment is a Bad Word? [...]

By: Chris Fritz

Chris Fritz — Fri, 09 Apr 2010 18:56:27 +0000

I have a feeling that despite all the “disagreement” that seems to happen over assessment, it’s really just a matter of semantics. I think we all love assessment when it means giving meaningful feedback to students to help them improve, but hate assessment when it means giving students timed, scheduled, high-stakes tests, the results of which don’t help them improve (and really aren’t even meant for them, nor for teacher, but for an external arbiter that suddenly thinks they can judge the quality of learning in your classroom).

On a related note, it’d be nice if I didn’t have to read through anymore twitter arguments about “reform” vs. “new form” – the arguers always end up realizing they agree on everything except which buzz word to use.

By: Michael Wacker

Michael Wacker — Fri, 02 Apr 2010 13:02:13 +0000

@Ben K
Great points…
I think for me, the “it’ is the objectives, or the scope and sequence around what we are teaching. Ongoing assessment drives our planning and instruction, if there is some consistency in how we are assessing and the results are reliable, I’m all for it, but unfortunately that doesn’t always happen across grade levels, districts, and states.
You bring up a good point about the gap between an ongoing assessment and yearly assessment, that is where something needs to happen, that is a flaw in one or both of the assessments. Alfie Kohn back in January shot holes in the case for National Standards http://www.edweek.org/ew/articles/2010/01/14/17kohn-comm.h29.html Not sure that I agree, but here are a couple interesting bits form that article,

“On 8th grade math and science exams, eight of the 10 top-scoring countries had centralized education systems, but so did nine of the 10 lowest-scoring countries in math and eight of the 10 lowest-scoring countries in science.”

I agree with this statement,
“Offered a list of standards, we should scrutinize each one, but also ask who came up with them and for what purpose. Is there room for discussion and disagreement—and not just by experts—regarding what, and how, we’re teaching and how authentic our criteria are for judging success?”

We should all be a part of these conversations if we have a passion for education, and in my opinion we need to be prepared t listen to people that disagree with us.

By: Ben K.

Ben K. — Fri, 02 Apr 2010 12:18:33 +0000

@ Mr. Wacker – What is the “it” that you speak of. I think that, as teachers, most of can put a finger on what “it” is. However, the people in charge of schools and testing (gov’t) don’t really have clue as to what “it” is. And that is part of the problem with standardized testing.
____

As teachers, we are constantly using assessments. Formative, summative, daily, weekly, hourly, minute to minute. We do assessment. It is built into everything we do.

The word assessment is tied to standardized tests, which do impede on instructional time. In Minnesota, we have MCA tests that we take yearly. We have MAP tests that we take quarterly. We have F & P tests that are done three times a year. We have CBM tests that are done weekly with some kids. All of that in addition to the ongoing assessment that is done by teachers, all types, in the classroom.

Lastly, in my school, we are being judged on old data and data that doesn’t accurately reflect our students differentiated learning. The MCAs say that are students aren’t making adequate yearly progress. However, our ongoing MAP tests show that, this year, our students are making huge gains. In both math and reading, across grade levels, they are beating the national norms in gains by at least single digits but in most cases, double or triple.

So, assessment good. Yes. It happens all the time. Formal standardized testing? Somewhat good. Only if the powers that be know what they doing, what they should be assessing and knowing expectations should be.

Alright, great post. You got me. With what is happening in my school right now and your post, I’m ready to fight the powers. Thank you.

By: Heather Mason

Heather Mason — Fri, 02 Apr 2010 05:12:23 +0000

We cringe because usually when the word is used it means mandated, formated, multiple choice, report you scores, have a meeting about the scores and wait to see if you get paid (OK…that last one may just be in my state if the Senate gets its way) test. Assessment is necessary, but it takes many forms and rarely needs a bubble sheet. Most teachers agree with that.

By: Daniel Espejo

Daniel Espejo — Fri, 02 Apr 2010 04:33:53 +0000

Ben,

I remember Wiggins making this statement (though I appreciate your thorough record to be able to quote him). But I’m really here to let you know that I went to respond to your previous article on formative assessment, and realized I finally had a start to something I’ve been trying to hash out for weeks now. So, thank you for these posts!