At best, multiple choice tests offer us spurious precision measuring a child's ability to decode text. Grades, stickers, happy faces, check marks, gold stars and other bribes that are born out of reductionist assessments such as multiple choice tests are not a kind of feedback to be accommodated; rather, they are problems to be solved and practices to be avoided. Some might say this is too much work, and they don't have time to look at a student's work like this. IN CLOSING, I want to address one more criticism I face with my alternatives to language arts and science multiple choice exams. The difference between a multiple choice exam and a performance assessment is not that the multiple choice exam can be counted and the performance can't. It might be argued that neither can be properly quantified, but if Linda McNeil from Rice University is correct in saying that measurable outcomes may be the least significant results of learning, maybe we shouldn't be too bothered by it all.
Could you imagine a school district of teachers coming together on a district inservice day where they could sit down and share a wide range of performance assessments? AllanJune 25, 2010 at 4:22 AMMultiple choice questions focus on achievement rather than learning , teachers who grade focus on achievement , not learning.
How often have you been told that writing the lesson's objectives on the board is best practice?
Here is a happy quatrain poem about homework and reading, written by Madelyn Stoklosa from Bonnie Evancho's second grade classroom at Pinehurst Elementary in the Frontier Central School District in Lake View, New York. For the second half of April, I will continue to revisit last year's daily poems in an organized way, highlighting one specific idea-finding strategy or poetic technique daily. Thank you to the Art Club at Plank North Elementary School in Webster, NY for these beautiful and wise Advice Bookmarks!
I truly enjoy serving on the National Council of Teachers of English Excellence in Poetry for Children Award Committee.


How do you determine from these responses if they are comprehending well enough to understand the level of reading required for the next grade? If they are experiencing difficulties in comprehension, how is this shown in your assessment project and what do you do to remediate this?
Because reading is first and foremost about constructing meaning, the comfort we might gain from a multiple chioce test's pseudo structure must be seen for what it is: a subjective rating masquerading as an objective assessment. How could I ever have created a multiple choice question that would allow Liam to share with me his connection between a line of fan-fiction poetry from The Legend of Zelda to a Canadian Broadcasting Corporation's radio talk-show that features a 20 minute discussion on the concept of time?
About 2 minutes into this project, I saw him staring at his monitor like a deer in headlights. The best feedback parents can receive about their child's learning is for them to see their child's learning. In an attempt to counter this apathy, technology might provide a kind of solution; on-line communities such as discussion forums, blogs, moodles, nings and other social networking software can alleviate problems brought on by the limitations of time and place. I have had teachers ask me if I will be grading these projects - of course, the question is a setup - what they are implying is that I am cheating my students because I won't be going through their projects with a fine tooth comb, and that I am doing a disservice to them by not spending as many or more hours grading them as they did actually performing. When it comes to quantifying either one, their respective strengths become their own weaknesses.
An important part of learning as you say is the kid constructing meaning , we want the kid to self evaluate and reflect on the type of answers he gave and be in learning . I wish to challenge 'traditional' schooling while exploring more progressive forms of education. It is wonderful not only to read so many poetry books, but also to talk and write about our recommendations. Let's be careful not to pretend that we actually know what it means to be reading at a grade 8 level versus a grade 9 level.


Back in the old days, show-and-tell, science fairs and barn dances were exhibitions of learning. I intend on using this blog to uproot some of the most deeply rooted myths that continue to distract people from a love for learning.
Psychometricians might like to believe they can empirically diagnose a student's reading level down to a decimal point, but I would wager that most teachers understand the pitfalls of claiming such arrogance.
There is no substitute for what a teacher can see with their own eyes when observing and interacting with students while they are learning.
I can see that even after using the dictionary his dependence on copying the definition tells me he still isn't really getting it.
In contrast, I have no idea how I would remediate for Lewis if I was given his bubble sheet item analysis. Communities came together to observe and listen to students while they performed their learning - and if things went really well, parents and community members might have actually interacted with the students. No one needed to translate the results - everyone could see with their own eyes that learning was or was not taking place. We provide an online platform for parents and teachers to gather and share information and knowledge to help kids succeed.




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