Is it possible to create student assessment instruments that do not rely on memorization?

    During this winter, I've read a number of articles or posts that questioned schools' continuing reliance on memorization as the core skill of much testing. No one was saying that students had no need to memorize anything.  But what was suggested was that schools are remarkably out of sync with how information is accessed by people today.  With so many tools available to those in search of information, it seems like a misapplication of effort to put an undo emphasis on the memorization of what might be generally considered arcane information.  So I decided to see how we might re-think testing at GSB.  I was curious about what was possible, and was hopeful that the contemporary tools of the digital age might become part of our students learning in the classroom and in the exam room.

     So about a month ago, I sent out an email to middle and upper school teachers. Close to a dozen teachers responded, and I'd like to recount the work of several teachers as they began to rethink testing.  Here's the text of the initial email:

I’m sending this out to the MS and US faculties in search of a volunteer.
Spurred by a few things I’ve read recently, I’ve been thinking about
how we test our students. For the most part, tests look remarkably like
they looked when I was in high school, and that’s quite a few years
back. Tests often rely heavily on memorization, but in our information rich
world, there seems less need to rely on remembering information,
and more need placed on understanding and evaluating that
information.

Here’s what I propose: With a willing volunteer, we’ll create a test that
reasonably assesses students understanding and knowledge of the
content of your class, but calls for no memorization. Additionally, I’d
like students to have at their disposal any information they can gather
quickly. In other words, they might have the resources of the Web at
their disposal. I have some ideas about how a good test could be
constructed, but I’ll need a classroom teacher partner. I think someone
in either history or science might work best, but I’m willing to work with
any enthusiastic volunteer. The only obligation is to actually use the
test with a class to see how it goes.

Let me know if you’re interested. Thanks.

    Joanna Hayes (5th grade Social Studies) emailed back with an interest in learning more.  Her class is studying ancient civilizations, and she was about to begin a unit on Mesopotamia.  This, to me, seemed a perfect place for a teacher to willingly seek to sidestep an over-reliance on memorization.  I truly believe it's hard to argue the position that it's crucial our fifth graders memorize aspects of Mesopotamia's civilization.  Learn? Yes.  Memorize? No.  So Joanna thought through what she wanted her students to learn, and how they could demonstrate their learning in an "open source" environment.  In other words, they would have at their disposal all the tools of research and discovery we all depend on regularly: internet, print sources, etc. As you read through her reflection of the experience, you'll see that she has found ways for students to demonstrate learning, but there is no premium placed on memorizing random facts.  It's understanding and placing information in context that is rewarded in her designs.

For my alternative assessments, it has been an interesting experience. Some students have really loved it, some are okay with it and see its benefit, but a vocal minority has really been resistant. I think they see it as extra work and are balking at the additional workload, despite my framing of it as an opportunity for the students to completely control their own destiny using all the resources at their disposal!

So far, I've had two alternative assessments with my 5th grade.
1. In place of an in-class quiz on Cuneiform, the students had to write three diary entries: one before writing, one during the early, limited forms of writing, and one after the invention of cuneiform. They are supposed to show that they understand the limitations of life without writing and the importance/impact of the invention of writing. They are also to show a general understanding of daily life in Mesopotamia.

2. For 30 points of the latest in-class quiz on the conquests and empires of Mesopotamia, the students had a take-home portion showing the causes and effects of Hammurabi's Code through a cartoon. I gave them the option to draw it by hand, or to make it online using www.toondoo.com. This is the first time a lot of the students had used the program, so I introduced it briefly but let them explore. Overall, most of the students LOVED (enthusiastically) this tool and have been playing with it in their free time. A lot of the products are really well done. I've attached one student's assignment as an example (it's in two parts: hammurabi1 and hammurabi2).

So, I've really been happy with this for the most part. Though, I have never had vocal mutiny in my class before until this experiment (even though it was small), so that has been an adjustment.

     Isabel Corbin (US Geometry) also jumped in to the project.  He class was headed towards a unit on similarity, a staple of geometric education.  Again, an emphasis on understanding and application is explicit in a review of the test Isabel gave to her students.  Note that students are encouraged to use any resources that can help them through the assessment.  Here, as in our 5th grade example, the assessement itself becomes a learning experience.  Here's that Geometry test on similarity:

For this part of our test on Similarity, you will have access to the Internet. Use any websites you find helpful to answer the questions below. You may also use your calculator, ruler, textbook and notebook. Please keep track of the website addresses you use. Questions are each worth ten points.

The most famous ratio in mathematics is also known as The Golden Ratio. (Golden Mean, Golden Section and Golden Rectangle are essentially interchangeable terms as well.)

1  a. Explain the Golden Ratio. How is it derived?
    b. Explain how the Golden Ratio and Fibonacci series are related.

2  Piet Mondrian used the Golden Mean as he designed his paintings. Below is one of his works, Composition with Red, Yellow and Blue (1930).

   a. In the work above, pick two rectangles and label the sides “a,” “b” “c” etc.. Use a ruler to measure them and then write two ratios(height/width). Which ratio is closest to the Golden Mean?
   b. Find another painting (and the date) in which Mondrian appears to have used the Golden Mean.

3  a. The Parthenon, an ancient Greek temple located in Athens, is said to be designed with The Golden Ratio as a guiding architectural principle. Why do art historians say this is true?
   b. Name another building and its location that follows the Golden Ratio.

4  Indirect measurement uses proportions to find distances of things when direct measurement is not possible. Find two examples of where you would need to use indirect measurements and create two word problems below.

     Megan Summers (US Comparative World Cultures) provides our third and final example of alternative assessment strategies.  The class was poised to examine the topic of European contact with the Americas in the late 15th century.  As with Isabel, Megan's test allows for open source investigation, but demands students demonstrate learning.  This CWC test utilizes Google Scholar, a search engine that draws from academic sources.

Utilize “Google Scholar” to locate resources pertaining to the Columbian Exchange. Be sure that you use web resources that relate to the three handouts distributed in class, as well as what we’ve learned from class discussions.

INSTRUCTIONS
- Read both of the short writing prompts before locating your scholarly sources.
   - You must find TWO sources, one to be applied to each question.
   - Open a new Word document and utilize the template below to structure your responses. You do not need to rewrite the prompts, just number your responses or copy and paste the template.
   - Answer the prompts utilizing your selected source to make your case. You must use your own thoughts and words in your response – no copying straight from the website!
   - Be sure to properly cite your source by including the complete URL at the bottom of your short response.
   - After each writing prompt, provide a brief explanation (just a couple of sentences) indicating WHY you selected your two sources.
   - Proof read your responses to make sure they are clear. Test out your links after each response to ensure that I can access it.
   - Save your document with a title of (YOURNAME)CWC. Email me the file as an attachment. msummers@gsbschool.org

DOCUMENT MUST BE COMPLETED BY THE END OF CLASS TODAY

TEMPLATE AND PROMPTS FOR YOUR DOCUMENT

1. Discuss the Columbian Exchange’s impact on environmental and ecological factors in Latin America. 

     

     What were some of the significant changes?
 

     Source URL:
 

     Why did you select this source?

2. Discuss the Columbian Exchange’s impact on social issues in Latin America. 

     

     How did certain social changes modify human interactions in the region, and did the impact last for a significant amount of time?
 

     Source URL:
 

          Why did you select this source?

     If you're intrigued by what you see here, I'd like to offer a few suggestions.  

     1) Go to Knightsite, open the "Technology Department" folder on the home page, and then open the folder labeled Alternative Assessment Project.  (KnightSite log-in)

     2) Speak with teachers who have created assessment instruments that do not rely on memorization.

       3)  Feel free to contact me and we'll work together to see what's possible in your classes.