Overarching Question
I get totally consumed by EDUCATION. I’m beginning to think that it might be affecting my marriage… hmm… might be another blog entry. Nonetheless, I am obsessed about teaching and learning… in particular, assessment, evaluation, and student engagement. Unfortunately, I think that my love for education is approaching a tipping point. I am convinced that how we assess and evaluate students dictate how we teach and how they learn. I do not claim to be a “perfect” teacher by any means but during my career I realized that marking homework for completion, deducting marks due to lateness, and quizzing students everyday did NOT promote student learning. We are so influenced by how we were taught as students that we believe that this is how it should be as teachers. WRONG. Back to the old adage, “If it ain’t broke, why fix it?” How will you ever know that something really sucks? Honestly, something has to go seriously wrong in education for a HUGE systemic change to occur. I am optimistic. There are people “out there” trying to make a difference with the new BC curriculum, PLN’s, or changing practice, for example. But what about the UNreflective practitioner? Lately I’ve been consumed by this overarching question, “What are we doing to support, promote, or encourage student learning?” Think about it. If it makes students feel discouraged, disheartened, or demoralized… DITCH IT. #notworthit #assessmentforlearning #studentsfirst
Oh yes and a sub-question is what are we doing to support educator learning? Pro D – at least the way it’s being done (and I’m not saying just in our local school district) certainly isn’t all that it could be. Our understanding of organizational learning and professional learning need a hard look.
But back to your question…yes, Chris, so much that goes on in the education system isn’t about student learning. My wish is that your question be blazoned on the foreheads of every person involved in the education. It’s the most worthy question.
Thanks for commenting on my blog Ann. An interesting sub-question. There is plenty of PD out there on assessment & evaluation. However, if the educator believes he/she is doing a “great job” then would he/she engage in professional development on assessment & evaluation? Not likely. Much like students, if it’s not personally relevant, why bother? Self-assessment, sense-making, and a willingness to change are essential for teaching and learning. It’s the reflective practitioner I am advocating for. I remain hopeful.