Multiple Choice VS Multiple Methods

When comparing traditional tests versus their non-traditional counterpart questions of validity and even objectivity may be raised. Today I will evaluate the arguments for tests being the “only” objective assessments of student learning and the arguments against that school of thought. I will conclude with my own thoughts on the matter.

The one true test

Traditional tests and test questions are time tested as being fair and measurable. They give educators the clear and concise data necessary to compare learners and their growth. These assessments are aligned to standards and indicators and are presented in formats that students are familiar and comfortable with. This comfort increases students’ confidence and thus achievement. The following are examples of traditional question formats and the reason for their continued use. 

• True/False- quickly answered and scored, allows for struggling readers to answer easily
• Multiple Choice- allows for a wide variety of content coverage, easy to score
• Matching- provides formative data particularly for lower level students
• Fill in the Blanks- challenges the learner to use deductive reasoning

Valuable validation

“Non-traditional” assessments can be measurable if formatted correctly. With the implementation of these assessment types it is very important that the educator also design a fair and reliable scoring method. Such a tool is quite easily incorporated with a rubric. Rubrics can be designed easily by the instructor or with help from teacher websites like RubiStar. The following are quality assessments of student learning that also encourage higher level thinking skills.

• Project Based Learning- students work to find the answer to a complex question of experiment and thereby gain new knowledge
• Experiments- students use inquiry based learning to lead their discovery of new learning
• Reflections/journal- provide the opportunity to observe the student learn/grow rather then a summative assessment
• Portfolios- allow students to professionally showcase their mastery, research, reflection and creativity

Just a thought

As a business educator I am a firm believer in PBL. I do not believe that a multiple-choice test could ever show more mastery of a business concept then actually creating a product would. I do believe that there is a place in the field of education for these tests however it is not my preference. Thank you for reading and happy surfing!

How do YOU see it?

Our students’ backgrounds or prior knowledge may be the cause of very different interpretations of visual aides in the classroom.  For that reason, visual literacy may need to be “tested” or norms set for the students.  As stated in a previous post, families are very mobile these days.  Students are coming to us from a huge range of backgrounds.  Two students may understand the same image, graphic or video to mean two very different things.  Creating a safe and open place to communicate in the classroom will help to deal with these differences of opinion.

  In the business classroom, visual-thinking techniques are key to teaching marketing.  When helping students understand why market research is so important YouTube commercials are a great help.  Start by teaching the students what a market segment is and then use any of the activities below to help them see why it is so important for businesses to focus their marketing strategies towards their target market.

·      Commercial Analysis- Show your students real commercials. You can find great ones on YouTube but be sure to watch them in their entirety to ensure that they are appropriate for young eyes and ears. Also, try to find commercials for things they are not familiar with (ex. In a primarily African American community, try to find a commercial for a Latino audience).  Ask them what channel, time of day and day of the week this commercial would be appropriate for. Why?

·      The Magazine Game- Collect magazines that your students are unlikely to have ever seen before (ex. In a lower income community students have probably never seen or heard of Good Housekeeping Magazine).  In groups, ask the students to look through the magazines and figure out who the target consumer is.  Give them a hint to use the advertisements as a clue.  Students are to then give a very detailed description of their magazine’s target audience.  She is wearing a Prada business suit, she has a corporate job, two kids that are very active, she is a member of a very exclusive country club etc.  Ask how their group came up with that description.  Provide them with the actual target market of that magazine.

·      Uh oh! Marketing Faux Pas- The International Marketing Association has a wonderful collection of marketing blunders by huge companies ranging from McDonalds to Calvin Klein.  Show your students a collection of these mistakes and ask what they think went wrong and who the company was actually trying to reach.

After going through the activity or activities just be sure to bring it all back to our objective “How do we effectively market to your company’s target consumer?”  Use this question as perhaps an exit ticket or homework assignment.

The internet can be a wonderful tool in our classrooms.  As in the activities above, you can gather wonderful imagery, videos and even great mistakes!  It’s our job to work as a filter for our young businessmen and women.  In my classroom the internet also serves as a forum for learning, reflection and growth by way of Edmodo, our class newsletters (via the school website) and our class emails.  Hope this helps and happy surfing!

Can you differentiate with technology?

As times have changed it’s become very clear that being a different kind of learner is

ok. But what does that mean to the educator? On an average day we must find at minimum 5 ways to teach the same new concept. This method of using different strategies for the same learning has been coined as differentiated instruction. Though sometimes time consuming, differentiated instruction provides a platform for learners with different needs to understand the same material. When done correctly, it also keeps the learning fresh and interesting.  When done correctly, it also keeps the learning fresh and interesting.

Though sometimes time consuming, differentiated instruction provides a platform for learners with different needs to understand the same material. When done correctly, it also keeps the learning fresh and interesting.  When done correctly, it also keeps the learning fresh and interesting.

In designing lessons with multiple intelligences in mind, technology plays an increasingly significant role. For every noted intelligence there is a means by which to use technology. For example:   

• Visual/spatial learners would more then likely do well with digital graphics, malleable models or simply videos and images.

• The interpersonal learner would do well with a group chat or forum for discussion. Group work using presentation media would also assist.
• A digital journal or log (such as a Google Doc) of learning would work well for the intrapersonal learner.

All things considered, the seemingly burdensome growth of technology in our world can and should actually be a blessing to the world of education. With so many different learners and families more mobile then every technology offers educators and learners alike a world of opportunity and resources.