Issues in education

THE ISSUE
In a recent report examining global trends and implications for New Zealand schools, ERO (2012) has identified three areas of priority: student-centred learning; responsive and rich curriculum; and, assessment used for students’ learning.

I am increasingly aware that the jobs that my students' families have - and that many of my students aspire to - will either not exist or will be highly automated by the time my students are in the job market.

The students I currently teach face an increasingly crowded, global, competitive training and job market.  The valued currencies will be creativity, communication, innovation, flexibility, problem solving.

THE SHIFT
I am, therefore, making our classroom curriculum rich, real and responsive.  We use situations from students' lives outside of school as a basis for our learning from maths to science to social studies to the arts.

Since making the explicit shift to using student-based contexts for learning I have noticed that engagement levels across the class have increased.  Students are more likely to persevere through tasks at a higher level of challenge.

Students are interested and hooked into the learning earlier (and easier) than when we used school-based contexts for learning.  They make and express connections between their own experiences and knowledge and are more likely to ask delving questions.

THE RUB
Using teacher judgement, anecdotal notes, student voice and peer assessments I know that this approach to the curriculum is supporting students to access learning and achieve at a higher level.  However, I have found a disconnect between this mode of teaching/learning and standardised testing formats.

Specifically in maths, I have found students freeze, freak-out or flop when faced with PATs or e-Asttles.  The format, language and contexts of these tests are at odds with the way I deliver my maths curriculum.

Gloss is more culturally responsive, real life problem based - and easier to adapt the language without compromising the tool's validity.

All of which begs the questions: is teacher judgment enough to assess for learning?  If teachers are to be responsive, creative and draw from students' lives to inform their practice then are schools, Boards of Trustees and the Ministry of Education to allow for responsive, creative, student-based assessment tools?

Education Review Office (2012).The three most pressing issues for New Zealand’s education system.