So there it is… the fundamental flaw with education today, beautifully illustrated in TES this week under the heading “The catastrophic impact of league tables for individual teachers”.
http://www.tes.co.uk/article.aspx?storycode=6323230
For me it serves as a warning and a highlighter of the possibilities of tomorrow… the risk we are at if we follow down the same path that appears to be so attractive to politicians, governors and the blame culture admiring press…
My eldest daughter recently failed her 11+ by one mark (which is perhaps why I am writing this) at our local Grammar school, which resulted in her not being offered a place. I’m not one to make excuses for her, but with Level 6 predictions for her SATS this summer, I would like to point out a few excusing factors on her behalf.
Four years ago last New Year I had a heart attack that resulted with me being off work for nearly 9 months. This was compounded for my daughter two years later when my partner had a bought of flu that she still has not recovered from, leaving her confined to a wheelchair with very little strength and consequently placing a huge amount of pressure on my eldest to help care for her and her younger sister. Pre-occupied with her mothers illness at a critical stage in her development, my daughter has never once complained or overtly let it effect the way she conducts herself, but I know it has had a huge impact on tiredness and her social interactions. Four years of helping ones parents who should be caring for you, is bound to take its toll…
… and yet… she is judged on one assessment.
I cannot convey her disappointment strongly enough… exacerbated by her best friend being offered a place… leaving my daughter distraught and her confidence shattered…
So what Art is there in assessment?
It strikes me that there is a certain hypocrisy in the “value” of assessment.
The Chambers Dictionary defines value amongst others as: –
1. Worth
2. A fair equivalent
3. Intrinsic worth or goodness
4. Recognition of such worth
5. That which renders anything useful or estimable
And assess as: –
1. To estimate, judge, evaluate (eg a person’s work, performance, character).
To estimate???… character?
As a starting definition to how we assess, this cannot be suitable? Or fair?
In the last elections held in this country, the leaders of the main political parties took part in three live debates aired nationally on television. Three debates!.. Three examinations!.. If we applied the same evaluation principles on our fair leaders that are requested of us, surely Nick Clegg would now be Prime Minister; he came out the clear winner from that first debate. So why two other examinations? Why do they get the opportunity denied the majority?
Or should character count for more? Should it be applied equally?
Our system determines that we set the majority up for failure. By definition only one person can be “the best”… the rest fail. Some of my hardest working pupils will never attain the highest grades yet their work ethic and commitment are never rewarded, evaluated or appreciated by the examiners. What lesson is that for them?
I have nothing to hide. I will hold up my hands and take my part of the blame in my daughter’s deemed failure. She will not hold us responsible for pushing her to do her best.
Unfortunately as the article suggests, value added doesn’t really add value… it cannot be an alternative assessment criteria, as assessment as it stands doesn’t do what it should or claims to do. The whole notion of testing needs radical reform.
Assessment like teaching should be an Art. My main function as a teacher is to build confidence and belief in young people who most often doubt their own abilities and lack the conviction to press forward their ideas. Assessment must start to evaluate the character rather than the work to construct a worthwhile and competent, rounded overview of individuals, or cease to be relied on as relevant judgment of ability…
