Note: This post was part of a larger conversation between nine educators on C.M. Rubin’s Global Search For Education Blog on The Huffington Post.
Can teachers balance high stakes test prep with critical thinking?
Let me first say that I don’t have a magical answer; anyone who says he does is trying to sell something. Let me also say that, for this post, I’m going to set aside the (utterly imperative) question of whether or not schools should engage in high stakes testing, and instead focus on how teachers—within our current reality—can balance test prep alongside deep, critical learning.
Like many, I’ve struggled with this balance, particularly while teaching in South Korea where “high stakes” takes on a whole new meaning: Though Korea boasts some of the world’s highest test scores, this comes at the expense of untenable student stress, staggering rates of teen suicide, and an education system largely geared toward cramming for tests. Fortunately, my employer understood that critical thinking can actually boost test scores, and we engaged students in collaborative learning, tackling real world issues through interactive “critical thinking projects.” Students worked hard, improved their English, and actually had some fun in the process.
And oh yeah: They passed exams, often with flying colors.
As a high school English teacher in the U.S., I’ve seen a school-as-test-prep mentality increasingly Continue reading “High Stakes Testing and Critical Thinking: Is Balance Possible?”