Hey you instructors out there, I have a question for you. Do you teach to the test or do you teach another way. The issue at hand in my community schools is the “teac
hing to the test.” The teachers are faced with requirements that are placed upon them by the federal and state government, and the results had better show in the tests that students take. So, as you would expect the teachers are required, by the school administration, to teach to the requirements the state places on them that the federal has places on them. So you can see how teaching to the te st is institutionalized.
I have requirements, for tests, you need to be able to do the kata and do them correctly. You need to be able to defend yourself, and the other items that you would expect. However, I don’t teach to the test.
Often I am very casual about what I expect, “Look at the list, see what you need to be able to do, and do it.”is the kind of guidance I give. Rarely do I spend a lot of time nit picking over the person that is facing the test. I let them work it out, let them ask questions, and I casually watch only intervening is something is seriously out of whack.
The last test I held, the two candidates where working kata, and applications, over and over for a good month, focusing their attention tighter and tighter, honing their technique. The test however was going to be breaking, tameshiwari. They where at the level that they both needed to know how to project, hit, and focus, that is what tameshiwari is about, and about 20, to 25 boards later the test was done.
So teaching to the test, not a bad thing, showing how what you know can be applied outside your focused mindset, yeah that I like.
As an educator and teacher trainer, I see way too many people just teaching to the test. Yes, that does the job and you can go home knowing you did it, but I always say that the goal should be “Teach beyond the test.” Test + alpha. Then the students are more ready for the next test, and by the end of the year, you’re teaching above grade level.
Not saying it’s easy. Not even saying I can always do it. Just saying it’s a good goal.
Quint –
Simple and great comment you make, “Teach beyond the test.” it is not an either or, it is an extension.
I try very hard to teach my students this way. I apply it to technical ability as well as physical capability with the goal of having my students pass their test even when they are having their worst day. I have explained this to all my students and so far every one has been in agreement with me doing this. They have all said that they would prefer to delay testing until I’m convinced they could do it easily rather than attempt and fail. Failure is an important part of learning, but my students tell me they’d rather fail because they majorly screwed up than because they’d failed to prepare properly.
The other thing that I’ve found, in my organisation at least, is that by preparing students above the requirements for testing they tend to stand out from other students, and as a result the overall standard of students starts to slowly climb. I’ve found that its relatively easy to spot students whose instructor(s) are simply teaching to the grading criteria and those that are going beyond. It’s a nice feeling to have the senior instructor come up and say “That’s one of your students isn’t it?”
Hi Wilder Sensei: When I tested I usually knew well the capabilities of the individual and geared any testing, etc. toward that. If they did not have the knowledge and ability then they don’t test, etc. Isn’t this what your actually referring to in this post?
No – my point is what Quint pointed to; Test + alpha. Except in this instance I only tested Alpha because, as you point out, I am well aware of what they can do.
The most interesting thing is, the research says that most of the time, your students also know quite well what they can do, if they have a clear idea of what criterion is used in testing them.
As an adult trainer, we always taught towards the requirements. Training is expensive and you want it focused We tested to the requirements, but you only have some much time to test, so you test a wide sample. For skills with coaching, you go to OJT and you watch until someone can do it unassited. Still, experience is necessary and a work leader takes care of that. Learning for Kids and Adults is not much different.
Second we have to get our kids to understand why they are learning (To get to a black belt, you are self motivated. But most kids are not) First we have to get our Teachers to understand why they are teaching. If you do not care about what you are teaching, you will do it poorly (I have been on all sides of teacher and student).
If teachers are only teaching to the test they do not understand they are only getting a sample of what they are to teach. Much easier to require memorization rather than understanding and critical thinking skills. Much easier to turn each kid into a cog in the machine rather than teach individuals and push them academically – teaching to standards does that. While you need to demonstrate the knowledge to advance, I fear our approach is doing more harm than good. Freshman year of college see’s almost a 50% dropout rate now (Statistic is iffy, I’m off memory this morning, but the rate is huge).
My Opinion
Chris – great comments! I love the point you make that it is easier to require memorization rather than understanding. That requires some pondering on my end — where is that manifest in the business world and is it healthy? Thanks for lighting that fuse!
k+