Authentic Assesment for Literature?

To test or not to test the literature component? That is the question. Not a straightforward issue this, you will agree with me. Besides, I am probably using the term 'test' too loosely. Let's get some definitions out of the way before getting into a deeper discussion but before that a sip of the aromatic nescafe I just made for myself...

A test measures something and is used in assessment.

Assessment is a a process of gathering evidence of what a student can do. It provides feedback on a student's learning process to encourage further development.

Evaluation is the process of reinterpreting the evidence and making a judgement of a student's perfomance. This involves making informed decisions e.g.s giving a grade or promoting a student to a higher perfomance.

Let's look at the major differences between Traditional and Authentic Assessment:

Traditional -------------------------------------------------- Authentic

Selecting a Response ------------------------------------ Performing a Task

Contrived -------------------------------------------------- Real-life

Recall/Recognition -------------------------------------- Construction/Application

Teacher-structured -------------------------------------- Student-structured

Indirect Evidence -----------------------------------------Direct Evidence

(http://www.jonathan.mueller.faculty.noctrl.edu/toolbox/whatisit.htm#attributes)

Some examples of authentic assessment that can be used are role play and drama, concept maps, student portfolios, reflective journals, utilising multiple sources of information, group or indivicual projects, oral presentations, literature discussion groups, reading logs, etc. These activities will definitely encourage engagement with the texts and engagement is important in literature.

For the literature component in school which will see the introductiion of new texts beginning 2010, which asessement is fairer to our clients? Do we use traditional methods which encourages rote learning (don't forget the context questions for example) or do we allow students to 'contruct' responses? Are context questions all our students can do? Do MCQs encourage problem-solving skills, social skills and deep understanding amongst our children? Perhaps authentic assessment is the way to go for the literature component in Malaysian schools. As a teacher of 22 years, I would like my students to be able to 'show' me what they can do and going beyond the text will definitely allow this. If my students engage themselves in a project on 'The Fruitcake Special' for instance, this would involve multi-tasking skills such as gathering information, selecting information, eliminating, problem-solving etc. This would be more genuine and meaningful than say answering 10 MCQ questions at the end of the term to test your understanding of a short story you have learned.On top of that, the skills that they employ will be useful beyond the schooling years. This is after all the purpose of education- to prepare students for life after school and not just to get a string of A's!

I think we need to put an end to testing discrete knowledge and instead allow for engagement with texts and reconstruction of knowledge and skills. We should allow our students to surprise us with their latent abilities and creativity instead of controlling their responses via contrived exam-based questions such as MCQs and context questions. Authentic assessment will provide the opportunity for exploration and a richer learning experience. Was it Paul Black who said 'If you want to change teaching, you must change assessment'? I read this somewhere and totally agree with him. Imagine what authentic assesment can do for Malaysian teachers who are known to be exam-oriented! Teachers will have to change their teaching methods and embrace 'new' methods. Perhaps this is what we need as teachers of English..a breath of fresh air...Let me know what you think people. The last time I posted something serious, no one responded =( Come on put on those thinking caps and let's hear from you!!

***An afterthought-
I can't help thinking of one young teacher (just started teaching) who wrote in his/her evaluation form after a course I conducted-'The activities are fine but at the end of the day, the students have to answer exam type questions'. How many more beginning teachers face this dilemma? I mean you're trained to be creative and innovative in IPGM or universities but face the stark reality in schools i.e teach to pass exams. I wonder how many teachers' dreams have been dashed?