Alternative Assessments

After I graduated in 2018, I worked in the Antelope County Extension office the summer before my freshman year of college. Since I just graduated high school, I figured it would be a seamless transition from going to school for eight hours a day to working for that same period of time.

That thought could not have been farther from reality.

I attended the same high school as my mom. Even though there is 22 years between our graduation dates, the school looks fairly similar from her graduation date to mine. If you exclude the transition from overhead projects to smart boards, and the introduction of 1:1 technology, the same rows of desk, same clusters of tables, and one person standing at the front of the room spewing information to individuals who sit in front of them remain.

We have modernized our classrooms, but have we actually progressed on how we educate the youngest citizens of our country?

When I started working in the extension office, I transitioned from a typical high school environment where, like most other schools across America, a one-size-fits-all approach and a correct way to operate through the day-sit down, be quiet, stay off your phone, do not listen to music and learn - still exists. It did not matter how diversified an approach the teacher took; the main concepts of high school boiled down to these key ingredients.

So, when I first started working in the office, it was a 180-degree turn. I talked during the work day; I communicated with my coworkers and collaborated with them on projects. I traveled to libraries during the week, helped with workshops, and I could leave my desk whenever I needed to. I was allowed to be on my phone. In fact, it was required to maintain the Facebook Page for the office. I listened to music while I worked, and I was in charge of pacing my work and creating my own path to success.

I went from having someone constantly in charge of my actions during the day, to being in complete control of the decisions and choices I was allowed to make.

Therefore, if high school is not preparing us for real life jobs, there must be something else it is preparing us for.

Since I have the opportunity of being a resident assistant for a freshman residence hall this year, I apprehended what they were not prepared for from their transition from high school to college.

A large majority of college freshmen claim high school did not require them to critically think or apply the information taught. Information received was memorized, stayed in their minds until the test was over and then, it was forgotten.

If information is not practically applied, it is lost. Their beliefs and values were never challenged, and they were not prepared to understand different individuals' viewpoints. Opposing beliefs are important; if everyone had the same thought process and same values, we would not be able to progress as a society.

The problems with the school system seem to be a trend no matter where you attended. In my opinion, schools in the United States spend too much time teaching to the test and not enough time facilitating useful and practical information.

According to the Washington Post, in a child's PK-12 career in the United States, students will take approximately 112 mandatory standardized tests each year. In comparison, Finland does not have any mandatory standardized tests, besides the fact that seniors must take one before they graduate from high school.

What is the difference between these two countries when looking at rankings in education? The United States is sitting at 14th, while Finland is sitting second. Instead of devoting billions of dollars to standardized tests every year, the Finish government focuses on utilizing money for the actual education of students, not the evaluation of knowledge. Obviously, it is working.

Besides tests, what sets these countries apart? Finish children experience freedom in their learning and are encouraged to explore, teachers are viewed as first class citizens and are compensated accordingly, school days are shorter, teachers are put in charge of what they want to teach. The list goes on.

What spurred the implementation of these standardized tests? In 1983, a doctrine titled "A Nation at Risk" was released. This 36-Page document contained one common, critical point; America's school system is failing. America, which touted itself as being the best of the best, was failing its young citizens.

In response, changes were made, and standardized tests were implemented to evaluate student and teacher performance. Thirty-six years later, we are in the same place; we have made minimal progress and we continue to believe the solution is more testing.

Instead, we need to break apart what we believe is the common classroom.

Forget the four walls; lose the marker board; throw away the desks. Teachers need the freedom to teach the way they believe is best. Through differentiation, providing unique experiences and building strong relationships with their students is a start, but there is so much more that needs to be done.

When I see my kids graduate, I want the classroom to change; I want them to build their own unique experience and learn through a different style than I had.

Our children deserve better, and the future of the United States depends on this change. As teachers, we are the difference makers, and we are born to impact and make a difference in students' lives.