La Búsqueda Global para la Educación: Nuestro Top 12 Global Blogs Maestro - How do you balance preparation for high stakes assessments with teaching and learning in your classroom?

Publicado por C. M. Rubin en abril 28, 2015

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The use of high-stakes achievement tests around the world have created controversy among teachers, padres, estudiantes, administradores, policy makers and heads of state. But whether or not you’re a supporter of high-stakes testing, the fact remains that for now, these assessments exist; so perhaps the more important inquiry to pursue is how do teachers balance preparation for high stakes assessments with teaching and learning in their classrooms? That’s the question we put to our Top 12 Los maestros globales’ team this month. Here are their answers:

Joe Bower (joe_bower) from Canada points to a potential future mode of assessment. He has already swapped tests and grades in his classroom and replaced them with projects and performances collected in student portfolios. He still teaches for tests as much as he needs to but doesn’t let this overwhelm overall learning. More from Joe here.

Craig Kemp (mrkempnz) based in Singapore (which has a world-renowned education system, ranking 2nd on the PISA 2012 Lectura, Math and Science tests) says about testing that he has seen “the negative result of this pressure on students every day.” He talks about how the emphasis in his classroom is on learning through real world experience rather than on cramming for high stakes tests. Al final, this helps students to excel across the board, since it encourages them to love learning. More from Craig here.

Angela Watson (@Angela_Watson) (recommended by Vicki Davis – coolcatteacher) warns us that “no matter how others may choose to evaluate your work, you can’t define your own success as a teacher according to whether students pass a standardized test. That’s a recipe for frustration and burnout.” Angela recommends focusing on the tried and true goals of working to make a difference and igniting passion. More from Angela here.

Karyn McWhirter (recommended by Pauline Hawkins – PaulineDHawkins) notes that “if an assessment is not a quality thinking/communicating task, then giving it to students is a waste of time.” She has found that preparing students for AP tests is helping them to learn analysis, argumentation, and communication. The problem for her is not with testing at large but the types of exams and what they are testing for. More from Karyn here.

Todd Finley (finleyt) believes “high-stakes standardized tests (HSSTs) socavar la práctica efectiva, especially when we treat testing as content rather than just one of many ways of understanding what learners need.” Todd shares his “test prep tips” but recommends that teachers trust their teacher-researcher brains by experimenting “with different test-prep activities, analizar los resultados, and making creative adjustments.” More from Todd here.

Luke Reynolds (recommended by Adam Steiner – steineredtech) thinks students are “more than just test scores,” and hence focuses less on the test and more on overall classwork. He’s not sure if this is too idealistic, given the importance placed on testing elsewhere in the culture, but in the end, he expects that his students’ test scores won’t suffer. More from Luke here.

Richard Wells (iPadWells) based in New Zealand notes that the test prep playing field is out of whack, in favor of the middle class. This has to change, however it involves not just teachers and schools but also the government making changes – so we can move towards an environment of teamwork rather than competition. More from Richard here.

Chris tocino (recommended by Adam Steiner – steineredtech) doesn’t have a magical answer. However he comments that “rather than teaching to the test, the most successful schools teach through the test.” Chris thinks that there are definitely ways to balance test prep with overall classroom needs. The key, , dice, is to emphasize critical thinking, even when doing test prep. More from Chris here.

Kelly Meehan (recommended by Adam Steiner – steineredtech) notes that as early as preschool, high stakes testing has inundated the curriculum in schools. She thinks we should be asking ourselves these questions: “What is the quality of the teaching and learning happening inside our classrooms? Is it the type of teaching and learning that is exploratory, atractivo, and thought provoking? A type of learning that rewards risk and “mal” respuestas?” More from Kelly here.

Be sure to join us next month for another big picture question that our Top 12 Global teachers have the answer for.

Tom Bennett, Joe Bower, Susan Bowles, Lisa Currie, Vicki Davis, Todd Finley, Paulina Hawkins, Craig Kemp, Karen Lirenman, Adam Steiner, Silvia Tolisano, y Richard Wells son La Búsqueda Global para la Educación Top 12 Global bloggers Maestro.

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De izquierda a derecha fila superior: Adam Steiner, Susan Bowles, Richard Wells, Todd Finley

Fila central: Vicki Davis, Lisa Currie, C. M. Rubin, Paulina Hawkins, Joe Bower

Fila inferior: Craig Kemp, Silvia Tolisano, Tom Bennett, Karen Lirenman

(Photo courtesy of Vicki Davis)

Únete a mí y reconocidos a nivel mundial los líderes de opinión, incluyendo a Sir Michael Barber (Reino Unido), DR. Michael Bloquear (EE.UU.), DR. Leon Botstein (EE.UU.), Profesor Clay Christensen (EE.UU.), DR. Linda Darling-Hammond (EE.UU.), DR. MadhavChavan (India), El profesor Michael Fullan (Canada), El profesor Howard Gardner (EE.UU.), El profesor Andy Hargreaves (EE.UU.), Profesor Yvonne Hellman (Países Bajos), Profesor Kristin Helstad (Noruega), Jean Hendrickson (EE.UU.), Profesor Rose Hipkins (Nueva Zelanda), Profesor Cornelia Hoogland (Canada), Honorable Jeff Johnson (Canada), Señora. Chantal Kaufmann (Bélgica), DR. EijaKauppinen (Finlandia), Secretario TapioKosunen Estado (Finlandia), Profesor Dominique Lafontaine (Bélgica), El profesor Hugh Lauder (Reino Unido), Señor Ken Macdonald (Reino Unido), Profesor Geoff Masters (Australia), Profesor Barry McGaw (Australia), Shiv Nadar (India), Profesor R. Natarajan (India), DR. PAK NG (Singapur), DR. Denise Papa (Estados Unidos), Sridhar Rajagopalan (India), DR. Diane Ravitch (EE.UU.), Richard Wilson Riley (EE.UU.), Sir Ken Robinson (Reino Unido), Profesor Pasi Sahlberg (Finlandia), El profesor Manabu Sato (Japón), Andreas Schleicher (PISA, OCDE), DR. Anthony Seldon (Reino Unido), DR. David Shaffer (EE.UU.), DR. Kirsten Immersive Are (Noruega), Canciller Stephen Spahn (EE.UU.), Yves Theze (LyceeFrancais EE.UU.), Profesor Charles Ungerleider (Canada), Profesor Tony Wagner (EE.UU.), Sir David Watson (Reino Unido), Profesor Dylan Wiliam (Reino Unido), DR. Marcos Wormald (Reino Unido), Profesor Theo Wubbels (Países Bajos), El profesor Michael Young (Reino Unido), y el profesor Zhang Minxuan (De China) a medida que exploran las cuestiones de educación cuadro grande que todas las naciones se enfrentan hoy.
La Búsqueda Global para la Educación Comunitaria Página

C. M. Rubin es el autor de dos ampliamente leído serie en línea por la que recibió un 2011 Premio Upton Sinclair, “La Búsqueda Global para la Educación” y “¿Cómo vamos a Leer?” Ella es también el autor de tres libros más vendidos, Incluido The Real Alice in Wonderland, es el editor de CMRubinWorld, y es una Fundación Disruptor Fellow.

Siga C. M. Rubin en Twitter: www.twitter.com/@cmrubinworld

La Búsqueda Global para la Educación: Nuestro Top 12 Global Blogs Maestro – How do you balance preparation for high stakes assessments with teaching and learning in your classroom?

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