With a sufficient amount of caffeine, students come to their least favorite class ready to plug in test answers before they leak out of their tender memories. But is this learning?
Some freshmen teachers are taking a new approach to learning in the way they ask student to prove what they know. Instead of a familiar multiple choice or true/false format, students are being asked to create projects that prove what they know.
Mrs. Jessica Popescu claims,“There is a place and time for tests… However, when giving a test the teacher may walk the line of testing them on the subject matter or testing how well they can memorize information.”
In addition, some students combat test anxiety, despite the amount of time they spend studying, and their test scores are not an accurate reflection of their intelligence level.
Mr. Elliott, another teacher that favors projects over tests, says, “I think tests are great for some kids, but others really struggle to show their understanding with just a regular multiple-choice test… I like doing different kinds of projects because it allows the students to use their own strengths to show understanding of the content.”
While tests are conventional, teachers are looking for new ways to evaluate their students’ understanding of the information they are teaching. In doing so, creativity and personality are introduced into a classroom setting, giving students a variety of ways to express themselves.
Mr. O’Brien also prefers projects over tests.“I think projects allow for students to use their own individual strengths on projects to show learning. I am also able to see the creativity of my students come out during projects.”
The teachers that have been transitioning to projects rather than tests have seen positive results. Mrs. Popescu sees other benefits as well. “With my science classes, I felt as though I was spending a lot of time teaching my students how to take tests, versus how to understand science. By doing project-based assessments I am able to obtain a summative assessment and teach my kids the actual practice of science simultaneously.”