Last year
the General Assembly took a huge step in the right direction by reducing the
number of SOL tests required for elementary and middle school students. More importantly, these tests, which consist
of mostly multiple-choice, recall-style questions, will be replaced by
performance-based assessments which will be developed at the local level. These assessments are alternative ways
students can display their knowledge of the course material. Performance -based assessments ask students
to solve an authentic problem using data and research. Students have to think
critically, communicate effectively and defend their answer. This process is far more rigorous than a
multiple choice test that measures the content students have memorized.
As SOL
reform continues at the state level, with an emphasis on performance-based
assessments, we must change our approach to teaching These changes are sparking
the debate with educators over the importance of students learning content and
concepts, versus developing the critical skills needed in today’s global
society to be informed and involved citizens.
While knowing facts from subject areas has value, student success beyond
school will be measured by how effective they are in pursuing goals and being
motivated to do their best.
In Tony
Wagner’s book, Most Likely to Succeed, he
refers to the model developed in 1893 by the Committee of Ten that was convened
to define the purpose of education. The
1893 Model was designed to jump through hoops, cover content, and sort/weed out
students. Unfortunately, this model has
not changed substantially since 1893 in many schools. Only recently has the
conversation turned to the 21st-Century Model that focuses on
discovering passions and purpose, developing critical thinking skills and
inspiring inquiry in students.
Why are many school divisions just now implementing the
changes necessary to prepare students for this 21st century model?
The answer is easy--our teachers and principals have been forced to focus on
preparing students for content specific multiple choice assessments dictated by
previous SOL tests. Teachers will have
to adapt to the challenges of implementing performance- based assessments and
change their approach to teaching.
Instead of focusing on content recall, teachers must create experiences
in which students can work collaboratively to solve relevant, real world
problems. As they adapt, we will focus
leaning more on critical thinking skills which will better prepare our students
for all life brings their way. I believe
after the initial frustration of change, teachers will release their own
creativity and our students will flourish.
Albert Einstein said, “The formulation of a problem is often more
essential than its solution.”
In my next
blog, I will share the seven survival skills that Tony Wagner has identified in
his recent book, The Global Achievement
Gap, as the core competencies any young adult needs in order to do well in
our dynamic and innovative world.
