How do You Know They are Learning? Introduction

How do We Know They are Learning?
Three Factors Indicating Classroom Learning

Introduction

The last two decades of school reform initiatives have advocated for higher quality of student learning or accountability. Substantial policy and workforce development issues are at stake in the identification of factors that are associated with effective classroom learning. As classroom teachers, the question we need ask ourselves is: How do we know if the students have learned something from our class?

Traditionally, classroom learning has been assessed using one format: tests. However, this type of assessment is limited in at least five areas. First, this format only assesses students’ general and overall learning, and not the specific learning which they gained from a specific class. For example, a student who did very well in a test could be because 1) he studied hard himself at home; 2) he received some tutoring outside; or 3) he knew that information already prior to the class. Therefore, there is no telling if his learning was from inside or outside of the classroom.

Secondly, the traditional classroom learning assessment format (e.g., high-stake testing, standardized testing, No Child Left Behind) is under the assumption that all students are expected to master the same materials at the same level. This assumption ignores the individual differences in terms of their abilities, background, prior knowledge, and individualized learning. Because of this, a student who worked extremely hard and learned a lot compared to whatever level he was at the beginning of the class could be punished if he “failed” the test. All his effort and learning would be unrecognized, he would be considered as "failure" "behind" or “at-risk,” and the teacher would get disappointed at him.

I think that students are not motivated because our system is setting up our students for failure by reminding them everyday that they have to pass the TAKS test in order for them to pass to the next grade level. "Standardized Tests?" How can the system impose a "standardized test" when we are not all standard?—Red, Jan 30, 2008, EDCI 4322-01

Thirdly, the result of the traditional tests may not necessarily reflect the actual knowledge or ability level of the students. For instance, a student who got the test item correctly might be because 1) he was lucky and got it correct by accident; or 2) he simply memorized the fact without truly understanding of it.

Fourthly, the traditional type of learning assessment mostly tests the factual knowledge (facts, information) rather than higher-order thinking or critical thinking skills or abilities. Also, it only tests the cognitive aspect of student learning with the other aspects neglected such as emotional, psychological learning. What’s more, this type of assessment does not predict the long-term effect that a class has on student future learning. For example, it does not tell how a particular class influenced a student with his goals, dreams, motivation, expectation, or attitudes for the future.

Standardized testing has become such an important role in the educational system that students are not put to think and solve. They are given a problem, explained how to solve it, and showed practically the answer. More of a memorization process than a retaining information through critical thinking.—Melody, Feb 5, 2008, EDCI 4322-60

…how motivated will the students be if they go only to be drilled over pointless testing such as the TAKS? What are they really learning? They are not learning the fundamentals; they are memorizing strategies and pointless ideas that will more than likely not be used later on in their lives.—Shirley, Jan 28, 2008, EDCI 4322-01

One of the factors that is affecting students learning is the pressure of passing the TASK. Students and teachers are worried of scoring high to keep going in the correct path. Nonetheless, students are not learning anything in the long run. The students are being treated to learn for a short term and not preparing them for their future career.—Lidia, Feb 3, 2008, EDCI 4322-60

Lastly, the traditional type of learning assessment, especially with the high emphasis on the accountability, has brought some negative consequence in our classroom: test-driven learning. Rather than being used as tool to assess learning, tests has become the goal of learning, the model of instruction, and even the content of curriculum (e.g., drills and strategies of test-taking become part of the main instruction). This test-driven class instruction has become the biggest concern for many of our students.

… most of the teachers are drilling the students for the standardized testing. I've heard from my kid that they get frustrate with the same thing over and over again. They don't put any importance to other subjects other then the subject they will be tested on.—Sandy, Jan 24, 2008, EDCI 4322-01

Students are not being taught the content they are only being taught strategies on how to pass this test. We as a country are letting our children down by implementing this law (NCLB). As a future teacher my dream is to make a difference in a child life but how can I do this when my hands are tied to what and how I can teach.—Tyra, Feb 4, 2008, EDCI 4322-01

I think the learners are turned off by standardized tests. In Texas we have the T.A.K.S. (Texas Assessment of Knowledge and Skills) and that seems to be all that we are focusing on in our classrooms and this is very unfortunate. The state mandates that instead of regular curriculum we have TAKS themed curriculum...-- Ry*, Feb 1, 2008, EDCI 4322-60

So what is true classroom learning? And how do we know if the students have truly learned out of the class? Through observing students’ class performance as well as analyzing their class journals, I found that classroom learning can be indicated by three factors: cognitive continuity, emotional involvement, and motivational increase which I altogether call CEM.

Cognitive continuity means the students continue their cognitive engagement after class by trying to understand, analyze, question, apply, create, wonder, or explore more of the related class concepts/topics. Emotional involvement refers to the students’ display of strong emotions (either positive or negative) during or after class. Positive emotions include feeling excited, happy, expressed, understood, appreciated, respected, confident, or satisfied; negative emotions can be feeling misunderstood, confused, frustrated, challenged, embarrassed, angry, or even depressed. Motivational increase means that students felt more motivated to come to the class and more motivated to learn more, and also more motivated about their future as well.

The fundamental philosophies behind this newly developed CEM classroom learning assessment format are: 1) learning is individual and should be assessed individually; 2) learning is change; 3) these changes are multi-dimensional (cognitive, behavioral, social, affective, psychological) with multi levels at each dimension; and 4) these changes are observable through external indicators (e.g., student in-class performance, behavior change in their own life, journal reflection, assignment).

Two important things I would like to point out before we start. First, although the traditional testing format has its limitations and it is currently causing some negative effect on our classroom teaching and learning, it still has it use and place in our schools and society as an assessment tool. The key question is not IF we need the traditional tests but HOW we can use it wisely to our benefits. Secondly, although the CEM more accurately reflects student classroom learning, it has its own limitations. For example, the teacher has to be very attentive to the students and pay close attention to their class performance and learning; and they have to provide opportunities for the students to demonstrate their learning such as journal writing, which can be very time-consuming. Also, some passive and non-motivated learners’ learning might not be shown through the CEM instrument due to their low engagement and motivation level. Thirdly, developing this CEM learning instrument is an on-going process and we welcome all sincere feedback and suggestions to help us complete this tool.