Assessment Tools - Part II (What are Tests Good For?)

We all know that tests and exams intend to assess levels of knowledge or competency within particular subjects. However, understanding what the science says about coercive and fear-based punishment and reward systems, and the varying levels of neurodiversity uncovered as we (the scientists) delve deeper into the study of the brain, the very premise of this type of assessment is flawed, from the word "go." And as with any unsound device, the data is defective and unreliable. But why?

1. All tests prove is that you have memorized the material long enough to regurgitate it on the exam. Many folks, for various reasons, can not commit pertinent material to memory and consequently have test anxiety. The panic scenario is then triggered. Our brains quite literally shut down when we are fearful or under pressure. Think about all those times you were feeling all those feelings - you either forgot everything you had known 10 seconds before, or you started questioning the validity of all of those things you knew 10 seconds ago. And you become clumsy - your fingers became fumbling obstacles instead of functional instruments.  
   
2. Those few good test-takers probably understand test-taking strategy but most likely only retain a minuscule percentage of the material - unless they are honestly interested and passionate about the subject. 
3. Most testing devices (especially standardized tests) are biased towards white, middle to upper-class students who have not experienced childhood trauma and do not have any neurodiverse diagnoses. This is the exact point where assessment becomes a social justice issue. (There is a reason that many Colleges and Universities no longer require SAT or ACT scores during the admission process.)
   
4. The data from these tests determine placement in classroom hierarchy- both official and prejudicial. Not only the teachers but the students, as well, know where everyone stands in the pecking order, and it follows them throughout their academic experience. 
5. "Smartness" has nothing to do with grades or doing well in school and everything to do with curiosity and creativity. If we test how well someone sits still, appears focused (the cultural cue for engagement), and can memorize material long enough, we miss the plethora of signs of true brilliance. 
6. Additionally, tests in K-12 have predetermined, indiscriminate, and fixed material for each particular grade level. There is no real reason for the uniformity except convenience for the system. With that knowledge, we can understand that there is no such thing as a child being "behind." Including the ubiquitous (and fictional) "Summer Slide" used to scare parents into believing their child has lost all of their competencies. 
7. The extrinsic motivation of sticks and carrots as grades, prizes, or special privileges do nothing but demoralize those who are not natural test-takers or academically inclined or come from the "wrong" demographic. Eventually, these kids either blend into the background and give up until they can legally leave or use inappropriate behavior as a means of expressing their pain until they get kicked out.  

But you ask - If we don't use tests, how can we assess everything we need to "make sure" kids know? I believe that a complete cultural paradigm shift is required. Trusting that learning is absolutely natural and understanding that every person holds a level of brilliance - is the key.  

What does that look like for the 5-18-year-old set? It involves non-coercive environments packed with resources and mentors who take the time to know each student as a unique individual. And where they have the freedom to follow their interests and curiosities to wherever they lead. 

In the higher education realm, a few institutions no longer use exams and grades. For instance, Hampshire College in Amherst, MA (where both of my children attended) is project-based and uses narrative reports from the instructors at the end of each semester. But yet, it has a reputation of being academically rigorous. My son spent the last year of college writing a 100 page dissertation as his final project.   

To change our fundamental cultural ideals about education towards embracing a system without tests or exams seems far-fetched. Nevertheless, I believe it is the only way to achieve authentic educational equity for every individual within our society.

The DRC mission statement articulates this concept clearly. It is our "why." At Deep Root Center (DRC), we believe that all young people deserve a safe, educational environment - where they feel like they are part of a community - and where they are free to explore all the possibilities. Learning can only happen when kids intuitively understand that they are secure, accepted, and trusted to make decisions, make mistakes, and explore all their interests to achieve their ever-evolving aspirations.

Weekly Creative Meditation

And a bonus haiku - inspired by a real-time experience this past week.

DRC News

If you would like to learn more about Self-Directed Learning generally or DRC specifically, you can peruse our website at your leisure. I recommend watching the videos on the "Home" and "About Us" pages as starting points. DRC has rolling admissions - anyone can join us at anytime of the year.  We are here for any child who needs us.