OK – I’ve realised that it’s all in the title; I reckon that if my title includes foodstuffs (the more alliterative, the better), my blog stands a better chance of being read. I asked my five year old (who is, as I’m writing this, drawing the world’s flags and labelling each one – paper and pencils all over the place), whether he could think of a food beginning with ‘t’. He answered, ‘Tangerine.’ Then I thought of ‘toast’ – et voila, I had my blog title – quite like the rhythm of it, too – alright, it’s a daft title but I hope to make a vague point, linked to it, a bit later on.
Tangerines and toast aside, ‘teaching to the test’ is one of those things that we’ve all probably done at one point or another. There will always be a temptation to drill what we know will be in the test, because the results may be indicative of whether or not we’re doing a good job (of drilling, not necessarily of the teaching of learning). I’ve known teachers who actively track exam questions year on year – they predict which ones will ‘come up’, and then teach, mainly to those questions. And our pupils too, are learning to ask, ‘Will this be in the test?’ – if it’s likely, well, then they’ll make sure they learn it. If it isn’t, they won’t worry so much.
What we are learning to do here, is to play the game – teaching (and learning) to the test – it’s not right and it’s nothing new, but it is understandable – if that’s the hoop, then I need to learn how to jump through it, right? Really?
But there’s also more to it than this. I have a problem with how we test; if our pupils have been learning through conversation, through discussion, through bouncing ideas around and exploring, it seems unfair that we would then test them in a way which is completely alien to this process. Why do we value data that is generated through silent testing, in the abstract, and in the absence of voice? I don’t want to change the way my pupils learn just because of the way they’ll be tested – but occasionally, I have done because if that’s the test, then I want them to pass it – of course I do.
I’ve had some great conversations with a colleague about this – data from traditional testing pales into insignificance against learning that is evidenced and demonstrated in a variety of more creative ways, doesn’t it? Whilst there may be a (small) role for traditional test data, we all know how easy it is to pick holes in it (unless the data is really impressive – in which case, we won’t pick at it too much). Potentially, it just seems such a fickle process; if it’s good data, we’ll go along with it – if it’s not, we won’t. I have a feeling we can do better than that.
So…what to do? I guess we officially change the test.
If learning is dynamic, exploratory, vibrant, meaningful – embedded in conversation – in other words, a very human experience, then we need the way we test, to reflect this (assuming this is the way we feel pupils learn best…). The idea of teaching to the test then, suddenly becomes a good thing because we’re not haphazardly changing the way we want to teach to support the way we test, but rather, changing the way we test, to complement the way we believe our pupils learn best.
Innovate testing – innovate teaching – innovate learning. Think it works if you say it backwards, too.
Anyway, I’m aware that I’m getting close to that looming final paragraph. Still trying to think of a way of bringing all this together in a way that links back to my title. Thought about saying something like ‘food for thought’, but that sounds cheesy.
I guess my point is, that whilst I may have learned how to come up with a vaguely interesting title (a hoop that I’ve learned to consider jumping through in order to pass the test), it isn’t necessarily reflective of the content, or quality(!) of the blog itself. It took me a few minutes to come up with the title. It took me ages to write the blog – and regardless of what judgements you make about what I’ve written (you may have been either pleased or disappointed that toast didn’t get much of a mention), at least you did take a moment to look beyond the title.
Incidentally, my five year old is still drawing his flags and labelling his countries. His learning is everywhere – literally – in the papers strewn around, the maps he’s drawn, the lists of countries he’s written and re-written – it’s in the conversations we have, in the facts he tells me and in the questions he asks (the ones he knows the answers to already – to see if I know – and the ones he doesn’t).
Whilst I may want to teach him explicitly what the capital of Venezuela is, in order to be able to answer that question when I ask it, there is absolutely no doubt that he is learning – and demonstrating it. And yet, he has no concept of what a test is or that at some point, he’ll have to take one in order for somebody else to determine his learning. The learning is his motivation, not the thought of a test.
Change the test. We’re here to grow learners.