Here We Go Again

I have been reminded over the past several days that it is midterm season.  On the way into work several high schools have the midterm schedule posted on their electronic billboard.  Teachers have also shared commentary about the growing stress level amongst students. Like in previous years around this time I wonder why is this still happening.

Why is there a need to ratchet up the stress level, create alternative testing schedules and sacrifice learning for the sake of exam prep?  I have always felt there is something better we could be doing than adhering to the tradition of delivering midterm exams.  For instance, I wonder if this time could be used for students to actual reflect on the first part of the school year.  As opposed to cramming for a midterm exam could students spend time self-assessing progress since the start of school.  Instead of carving out large block of time to deliver and grade exams, could that time be used for students and teachers to convene to discuss the first half of the school year and for both parties to work towards establishing goals for the second part of the year.  Exchanges between students and teachers could stem from the examination of student work where collectively, a student and teacher(s) examine products that were part of a portfolio  Personally, this would seem like a far better use of time and result in a more accurate assessment of growth than the stress charged atmosphere caused by delivering an avalanche of assessments in a condensed period of time.

Midterm Season Again

As we head into the craziness of midterm season I thought of an earlier post that was shared on this blog.  Again, I felt the need to question the validity and relevancy of midterms and whether this is the type of assessment strategy / system is worth supporting.

Also, think about the back end of midterm exams and the lack of meaningful conversations between teachers and students.  Where is the time for these conversation to happen?  A midterm is delivered and seemingly the next day a new marking period begins.  An assessment of this magnitude should have time on the back end for students to reflect on their performance, to self-assess growth and to examine personal goals.  This reflection can serve as a conversation starter between a student and teacher as they collectively look ahead to the rest of the year.

From the archives (1-24-11), thought about midterm exams.

Midterms are almost upon us at the high school I work at. The testing period has been pushed back due to the string of inclement weather the Atlantic region has faced, but by the end of the month 1500 students will be required to complete midterms in core academic courses and year-long electives. The stress level at the high school increases for both students and teachers as stakeholders try to balance midterms exams, classes and extracurricular engagements.

I wonder if midterm exams are worth the effort and stress. The schedule is overhauled to find space for the administering of midterm exams. As a result of the weather, this schedule has been reworked on several occasions. Even though educators need to be flexible, their ability to alter instructional sessions is compromised with each cancellation or delayed opening. Additionally, to a certain extent, the schedule continues as if the midterms did not exist. Classes progress towards the end of the marking period. Extracurricular activities are not halted. Students and teachers head towards practices and meetings before, during and after school. The intensity is heightened as classroom participants try to manage academic expectations.

I question the worth of midterm exams. I see value in delivering a final assessment. Students should be placed in a position where they need to synthesize information accrued throughout the year and defend personal interpretations. However, I do not think midterms serve the same purpose. Do classes need to stop in the “middle” of the year to evaluate progress? Educators are supposed to be constantly assessing students both formally and informally. Each day data is being gathered and used to personalize learning. In theory, what are we going to learn on a midterm that we do not already know about a student? This is particularly true if the midterm is uniform across a class or course. We cannot privilege a personalized learning environment and deliver the complete opposite for a midterm exam.

I would rather see classes where students are engaged in a process of continually making meaning. Prior assertions are constantly challenged through guided and organic inquiries. New information is evaluated against existing perspectives. Discovery is an extended process with the learning afforded the time and space to determine truth. As stated before, the end result should be a public exhibition in which the learner can demonstrate understanding and growth.

If we are to have midterms, the emphasis needs to be on the demonstration of skills more so than the regurgitation of content. I was excited to read a post over the weekend from the Teaching Paperless blog. The blog’s creator, Shelly Blake-Plock shared a broad description of a midterm he created for his Human Geography course. I shared the post with several teachers who were struggling to develop a midterm assessment that moved away from the traditional memorization and recall format to a structure that was authentic and skills based. The most recent post on Teaching Paperless shared the actual Human Geography exam. The examination assesses a learner’s ability to actually become a researcher in human geography through the completion of ten different tasks. All of the work is to be displayed on the student’s blog. Students are required to complete a range of tasks that are united through conducting research inquiries. My favorite questions are #5 and #7. The implications of a student being able to accomplish these specific tasks is significant. Learners are challenged to synthesize information, critically analyze a problem and make informed recommendations. A broad range of skills are engaged to meet the exam requirements. The exam has depth as opposed to a narrow focus.

Regardless of whether midterms are assigned, any assessment has to have enduring value. The hope is that over the next two weeks our students will be engaged in meaningful endeavors that represent challenges learners will face in college or the professional world. The hope is that students and teachers will view midterms as time well spent. Teachers can further the accumulation of students data and build personalized learning experiences. Students can hopefully find time to reflect on their performance and either revisit or if warranted, revise personal learning goals.

Shouldn't This Be Exciting

Earlier today a teacher shared how excited they were about the types of products and public exhibitions students were putting forward.  Students embraced the open space of a classroom setting to create meaningful resources. Products that were shared with me represented true craftsmanship and pride in one's work.  It was apparent that students valued time to think and interact with peers, educators and mentors.  During public presentations, students were making genuine cross-disciplinary connections and self-assigning utility to what they had learned.  As opposed to a single moment, for this teacher the passing week has proven to be memorable and an inspirational reminder of what students can achieve.

The somewhat strange part of this conversation is that it happened during midterm week.  For those involved, midterms can be a grueling process.  Students are challenged to prepare for an avalanche of assessments in a condensed period of time.  Teachers are pressed to evaluate student performance, provide extra help and plan for upcoming endeavors.  Teachers as well often are faced with narrow deadlines to accomplish these tasks.

I have never been a strong supporter of midterms (Midterm Season 1/24/11).  If you are going to have midterms and create a "special" schedule, why shouldn't teachers and students be excited about outcomes stemming from midterm assessments?  I offer this question with the utmost sincerity, what is the point if those involved in an assessment are not intellectually challenged and moved to explore far reaching outcomes?

It is a stretch to see the reason for midterms (or any assessment for that matter) if the end result and or finished product fails generate a prideful sense of accomplishment and sense of excitement over what is being shared.  We will soldier on with the hope that students and teachers are inspired by this week and not left questioning the value of midterms.