Pretty funny, right? And perhaps a little too uncomfortably true?
Here are the two truths:
1. We are often painfully bad at assessing students' work.
Many traditional methods do not really assess much at all of our students' learning. I'm pointing the finger at myself here, because when I'm really honest with myself, for much of my teaching career I've assessed what is easiest to measure rather than what I most highly value. In our rush to quantify everything--which I'm not entirely sure is a good practice--what are we missing? Mr. D might be telling us something really important here: at least he's being honest about his duplicity. (Well, you know what I mean.)
2. We need to have conversations about our assessment practices if we want to get better.
The big take away for me here is that Mr. D is actually talking about his assessment methods (horrible as they might be) with a his friendly barkeep. Perhaps it would be better for him--and the rest of us--to have authentic conversations with colleagues about our assessment practices? What are we assessing? Why are we assessing it? How are we assessing? How can we get better?
|A gradebook from 1923...does it look much different from yours in 2013?|
Image by Cat Sidh CC BY 2.0
(I owe a great deal to @RickWormeli for sharing this clip, and pushing me to keep thinking about this topic. Thank you for continuing to challenge me!)