Hi, Holly. I got rid of testing decades ago in my classes (undergrad and graduate levels), focusing on the work students do and how they do it. Other than general content and concepts, there's nothing specific the students have to learn; each decides what to focus on, based on her/his interests and goals. I understand, though, that sometimes institutions require tests and that not all teachers/facilitators have the freedom to set up an ideal system for evaluating students' work.

Hi, Holly. I got rid of testing decades ago in my classes (undergrad and graduate levels), focusing on the work students do and how they do it. Other than general content and concepts, there's nothing specific the students have to learn; each decides what to focus on, based on her/his interests and goals. I understand, though, that sometimes institutions require tests and that not all teachers/facilitators have the freedom to set up an ideal system for evaluating students' work.

Marvellous. Well done.

Lets inspire a new generation of teachers to acknowledge students as individuals.

Thanks for your reply.

I agree with you, Holly, but I think that it is not really easy to eliminate testing. Some of us could decide not to use testing, but anyway university enrolment procedures are very often based on testing. Except, in the world strongly devoted to different rankings (of individuals and institutions) we can't rid of testing because testing gives us ''measurable'' data...

Hi Dijana

thanks for your reply. I see your point of measuring. We measure everything and it is such a indelible concept in our lives that it needs a complete make over. Measure gives us a sense of balance that we seem to constantly need.

How could we change the way we measure achievements? What should we measure?

I think it's possible

Best Regards Holly B. F. Warren

Thanks Osama,

but how would you do it? How would or do you do it?

Yes, we can relegate it to a smaller part of our educational process but we cannot eliminate writing. I believe writing is more important than listening to lectures then giving back what your remember. Let the professor note on what you have written and get a grade that way. Talk to your professor and create a writing task. When I attended Cambridge Univ. I did four papers a week and read and discussed them then did it the next week. IN the two month hiatus from lectures I expanded my reading in the areas my professors and I agreed would be of interest then planned more writing exercises. Lectures and tests do not approach the interest and learning level of reading, writing, and discussing. That approach also prepares you for writing your own books. Taking examinations does not do a very good job to prepare you for tying together the amount of material that you must connect for a book. Your readers can give you a grade by buying it.

I think the following link will be helpful

https://education.seattlepi.com/should-rid-standardized-tests-school-6446.html

Best Regards Holly B. F. Warren

Great and thank you all. I think we need to define what Formal testing is as any institution, regulated or nor regulated, thinks of the testing it carries as formal. Second, we need to identify what is the objective(s) behind it and so what kind pf testing is required. The third key element is that the world now is moving towards new type of skills and competences that will ultimately change the concept and content of testing. Apple, e.g. no longer considers Degree as a priority for employment.

Hi,

I believe formal examination is not a true test of knowledge so in place of formal examination continuous assessment should be employed and more innovative way grading and assessment such quizzes, oral presentation, peer assessment among others should be more appropriate.

In multiple choice questions testing results may not assess true potential of studies of students ,as some questions may be too much easy to make out answer

It is always better to employ more that one form of questioning. For instance, the multiple choice can be combined with class discussion and class presentation.

Formal means of assessing learners' proficiency and knowledge on a given subject matter is only one of the methods of testing . As you have astutely observed, teachers can use many other innovative ways of evaluation to measure students' abilities and skills.Notably, the dangers of formal testing mania have made experts in education reconsider the obsession with formal testing, which can make education worse, not better. By using diagnostic, formative, and summative assessment techniques projects, portfolios, self assessment, short interviews , etc. teachers can check the learners' learning effectively.

Thanks Nick Fenger

yes writing is a way of recording but i feel that both teacher/professor and student could write in unison on the learning path they are travelling on possibly in three parts namely research, development and outcome. I experienced this in my art degree and it turned out to be very explanatory of the dialogues created and fairer to the individual.

Not everyone is confident with writing so maybe this could be expanded to other techniques too.

What do you think?

Paul: No, formal testing is needed in education. Teachers must measure whether a student understands the lesson(s) or not. Exams, tests, and quizzes are a great tool.

With that said, there are other forms of assessment that can complement exams, such as group projects. But these other methods are inferior to exams, in my opinion.

Thanks Reza Biria

yes there is the need to get to know your students in multiple ways. It is tough and energy consuming but can do a great service to all.

Keeping track of the learning path including successes and failure that cam lead to insights is invaluable.

We are not a test score but what lies behind it and in between.

Thanks Paul Stock

formal tests often measure knowledge at a particular moment in a limited time frame.

Good as it may be it might be incomplete.

What do you think?

Paul: I love writing, administering, and grading exams. I will always use them to measure my students' understanding and knowledge in my courses. Exams have a proven track record. They can be an excellent assessment tool.

All I want to measure is their knowledge & understanding in a limited time frame. My courses are 16 weeks long. Each exam covers two or three chapters from the textbook. I just want to measure their understanding of those chapters.

It's a very interesting idea of dismissing formal testing in education. But nevertheless, we need to make sure that each and everyone of our student are given an equal testing in order to differentiate them between each other. The main reason why formal testing is still required in education is that we need to measure them all in one proper standard.

This will depend on the educational level and context and what you mean by formal testing.

In many (maybe most) cases having all your students do exactly the same exam under exam conditions is not going to be particularly productive (though it can make things easier for the teacher). I think I would also add that in no circumstances should a formal test be used as the only means of assessment.

There are contexts such as vocational education (and I'd include medicine in this) where it is important to be able to assess that students have specific skills and knowledge and sometimes this needs to be able to be applied automatically - think about being able to drive a car and respond different traffic conditions as a simple but ubiquitous example. In cases like this being able to apply the appropriate skills and knowledge in a stressful situation (and a formal test can mirror that) is important. You also want to know whether students have the background knowledge to cope with different contexts. This can be assessed through formal tests but also through other less formal means.

So in general I would say formal testing does have it's place in some circumstances but in far fewer than it is used in currently.

Here is an interesting article on how some schools are changing the vision of education.

https://hundred.org/en/articles/three-schools-leading-the-way-to-a-brighter-educational-system

The leader assesses "what you can do with what you know," not "what you know." In addition, the leader assesses your promise with "the profundity of thought or the weight of judgment," not just "productivity." Impact rather than one more publication. No more "Me, too" articles. Changing an educator's mindset is a key to success.

Dear Holly B. F. Warren

In educational setting, every student has differentiated experience of knowledge, talents, abilities, and aspirations. Moreover, to assess student adequately, educators should consider that every student come from different social, regional and political backgrounds which may influence their learning style.

I agree with you Mohamed Hossni

students are a microcosm. Furthermore I have experienced that current moment, the now is essential too. Time = history, the students' story shapes who they are and weighs on their achievements.

Creating dialogues rather than testing might be a way of creating life long fulfilled learners.

Crucial question with interesting replies.

Ideally and theorically speaking, yes we can get rid of it. This however will require fundamental reforms. After all, formal testing was established for a reason.

Perhaps it is more practical to use different kinds testing in a balanced way. Each kind gives information. By using more than one, it is possible to have wholistic and accurate views. This happens in many contexts and ocasions.

Thanks Konstantinos

Testing was formulated a very long time ago and might need to be updated with our current knowledge of students, learning and educational needs.

Formal testing is one of the many ways to understand the student but puts a lot of unnecessary pressure on may that would do best in other ways.

How would you envision holistic testing...what would you test?

Creative interaction with physical and sociocultural contexts might be evaluated, with emphasis on processes rather than products. To do so requires a paradigm shift in pedagogical theory and practice, merging and transcending traditional concepts currently labeled as "education", "creativity," "art," and "healing."

Dear Holly B. F. Warren,

Look the link, maybe useful.

http://theconversation.com/why-testing-four-year-olds-as-they-start-school-is-a-bad-idea-24929

https://www.huffpost.com/entry/a-dictator-racing-to-nowh_b_1409138

Regards,

Shafagat

Do you think the tester should be tested in order to see how holistic his/her understanding of students and competencies is?

Perhaps we could come up with a way to transcend the tester-tested dichotomy, with its inherent disequilibrium, generating useful information from people (of any age) by having them test themselves? Leveling the field and privileging a horizontal gaze might get us out of the current impasse, which inhibits personal growth by subordinating the will of the vulnerable to that of the politically empowered. There are probably some useful experiences out there if we look for them. Your question touches on a major issue that people involved with education should be dedicating more thought and research to than they have been over the last few decades.

Well said David.

It takes two to tango. Areas such as meta cognition would be great to add as core subjects also the role of the "teacher/professor" needs to evolve.

I work primarily with young children and teachers seeing a fairly wide range of perspectives and clearly see the need to move on and acknowledge competencies where we usually don't look at.

Holly B. F. Warren ! Formal teaching in Education could probably require formal testing. Before ignoring (getting rid of) formal testing in Education, we must understand

1) why do we like it to happen

2) what harms has it caused

3) what benefits have we reaped

4) what alternative plan might be offered

*This question needs be be reflected upon and rephrased. It is not as simple as it has been projected.

Hasn't history given us enough material to work on?

Don't we see the effects of it?

Time moves on and education?

Dear Holly Warren,

I have nothing particular in mind. I can only think of cases where many kinds of assessment are used, including written tests.