What would happen, do you think, if we really rethought the whole testing and exam thing in schools. Let’s say we keep exams, but update them to allow us to assess, not memory recall, but the skills we really value today. What if these exams posed hard, challenging problems that, like real-world problems, don’t necessarily have a ‘right’ answer. What if these questions forced students to use critical thinking and complex analysis, to take a moral stance, or to come up with an innovative ‘solution’. (Obviously, we would delete multiple-choice style questions along the way.)
And then, what would happen if all tests, all exams were ‘open book’. Students would be allowed to access their own notes and the accumulated wisdom of others. Perhaps, in these new exams, students could take a concept from YouTube (yes, internet access!) being presented by Stephen Hawking and then evolve his thinking to create a new, applied solution to a new problem.
What if students could connect with other students, share real-time developments, prototyping of solutions and even learn from each other’s mistakes. And what if we could assess the process, the ability of students to really ‘think’ under pressure, to conceptualise a future solution, to collaborate, cooperate and enhance the work of others as they collectively strive towards solving a hard problem using ’21st century skills’ that have been honed throughout their schooling.
Much of the above is already being trialled and researched in innovative schools around the world. There are significant obstacles to overcome, including political and budgetary hurdles, but this future is possible. The University of Queensland even has a very cool Assessment Ideas Factory for educators, designed to share and promote innovative assessment.
But then again, it’s probably easier to just lock students in a room, take their phones away, sit them in silence for two hours and encourage them to try to beat each other at ‘remembering’ the answers. (And multiple-choice exams are so much easier to grade!)