By Travis Wingate
EDI 600: Psychological Foundation of Education
EDI 600: Psychological Foundation of Education
College of Education
Long Island University, C. W. Post
March 29, 2010
Tests. This is an interesting subject for someone who teaches art. I believe tests are important, they are a means of evaluating students. But how can you test art? Or test the skills an artist has acquired? It is difficult. Most art teachers will look at the work done by a student and compare it against work that was done earlier by the same student. This is comparative and allows the student to be graded against only themselves and the work they produced. It grades the student on how far they have come since the earlier work. In my opinion this is what testing should be, to compare what a student did to what they can do now. This is not how testing is used.
Tests are given to students and students are expected to get 100% correct. If they get under a certain percent then they are considered to have not learned enough and should be punished for it, by having them repeat the course or even dropping them a grade and making them repeat an entire grade. This may not seem like a punishment, it may seem like this is just getting them they help they deserve, but to the student, it is seen as a punishment for not being smart enough.
Standardized tests are even worse, people who are removed from the classroom experience write them and they give teachers set points and topics to teach. If the teachers cannot teach these topics in the time allotted then the teacher or school may be punished for not having high enough test scores. There is too much punishment associated with tests and test scores. This is why students feel more comfortable in the art classroom; they will never be forced to repeat art because they couldn’t learn to paint as well as the student next to them.
Long Island University, C. W. Post
March 29, 2010
Tests. This is an interesting subject for someone who teaches art. I believe tests are important, they are a means of evaluating students. But how can you test art? Or test the skills an artist has acquired? It is difficult. Most art teachers will look at the work done by a student and compare it against work that was done earlier by the same student. This is comparative and allows the student to be graded against only themselves and the work they produced. It grades the student on how far they have come since the earlier work. In my opinion this is what testing should be, to compare what a student did to what they can do now. This is not how testing is used.
Tests are given to students and students are expected to get 100% correct. If they get under a certain percent then they are considered to have not learned enough and should be punished for it, by having them repeat the course or even dropping them a grade and making them repeat an entire grade. This may not seem like a punishment, it may seem like this is just getting them they help they deserve, but to the student, it is seen as a punishment for not being smart enough.
Standardized tests are even worse, people who are removed from the classroom experience write them and they give teachers set points and topics to teach. If the teachers cannot teach these topics in the time allotted then the teacher or school may be punished for not having high enough test scores. There is too much punishment associated with tests and test scores. This is why students feel more comfortable in the art classroom; they will never be forced to repeat art because they couldn’t learn to paint as well as the student next to them.
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