Page 219 - Powerful Social Studies for Elementary Students 4th Edition

The Present: A Broader View of Assessment and Evaluation
Recognizing the need for accountability but concerned about the narrowing effect on the curriculum that current versions of high-stakes testing might have, the National Council for the Social Studies (NCSS) and leading scholars who have focused on assessment methods have been arguing for social studies assessment that is well aligned with major social studies goals, more complete in the range of objectives addressed, and more authentic in the kinds of tasks included. NCSS guidelines call for systematic and vigorous evaluation of social studies instruction that: (1) bases the criteria for effectiveness primarily on the school’s own statement of objectives; (2) includes assessment of progress not only in knowledge but in thinking skills, valuing, and social participation; (3) includes data from many sources, not just paper-pencil tests; and (4) is used for assessing student progress in learning and for planning curriculum improvements, not just for grading (NCSS, 1990).
We believe that standardized testing has a legitimate role within the larger social studies picture, but it is foolhardy to plan a full social studies curriculum around a few hours of testing. Instead, standards and assessment programs need to be kept in appropriate perspective within larger systematic efforts to accomplish major citizen- ship education goals. We encourage teachers and curriculum leaders to consider the intentions of national and state standards and benchmarks in relation to local social studies needs; reflect on what it means to experience powerful social studies teaching;
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CHAPTER 9 How Can I Assess Student Learning? 191
documentation. Having students create their own portfolios and decide which work samples are most important allows them to take more control of their learning. It also motivates them to do their best work all the time because they know they will have to put assignments into their portfolio that their teacher and parents will see. Students will be able to see how they have progressed over the course of a semester or school year instead of the teacher just telling them they have improved. There will be evidence of their development displayed in their portfolio. I plan on implementing portfolios next year because students will take more ownership of their work and will be able to witness their own strengths and weaknesses, which will in turn get them more excited about learning.
In conclusion, what surprised me the most as the result of reading and reflecting on this chapter was that multiple choice and true/false questions are acceptable to use if they match the goals. This chapter includes many examples and explains how to create these types of questions in an effective manner. As teachers we do need to have students practice using these types of items, so they are more comfortable with these formats when taking a standardized test or other assessment (such as the written part of a driver’s license test.) I have seen firsthand that if students are not familiar with how to take a multiple choice or true/false tests, they become anxious and start filling in random bubbles.