By Sharon Kunde
It’s now week five of my school’s pivot to online instruction. We’ve weathered the chaos of week one, the understated pleasures of weeks two and three (no commute! teaching in ratty old slippers! baking during intervals!), and the tedium of week four. The time for soothing words and procrastination is over: it’s time for assessment.
If hearing those four words make you feel like this talented music teacher, take a deep breath. As traditional assessments – from pop quizzes to the SATs, from oral examinations to student presentations – become increasingly untenable in terms of both logistics and equity, we can use this moment as a chance to reflect on big-picture pedagogical outcomes. I, for one, want my students to cultivate an ability to engage with the world. I want them to develop critical consciousness, which involves curiosity about why things are the way they are and how they could be different. I want them to realize commonality with disparate people. I want them to develop the capacity to concentrate and to notice, along with the technical skills to develop meaningful responses to what they see. Grades merely index those nebulous capacities – grades are a language I use to communicate the extent to which I see particular habits of mind and technical capabilities manifesting in my students’ work.Continue reading “Classroom, Interrupted: Rethinking Assessment in a Time of Pandemic”