Last year, our English I team made the revelatory decision to get rid of our traditional multiple-choice exam, and I will never look back.
With the help of my teammates (English I teachers at Dublin Coffman High School), Dr. Steve Kucinski (@specialkdchs) and Mrs. Shayne Bauer, I crafted this post.
The decision to change our exam was a long time coming. For years, many of us questioned and debated the validity of our district-wide multiple-choice exam, so when our district, which includes three high schools, no longer required a completely common exam and gave each high school the option to assess as they deemed appropriate or best for students, our team at Coffman High School jumped at the opportunity to do something different.
We made this decision for many reasons. Very few English I teachers in the district could agree upon common reading passages that were appropriate for all (~1,200) of our students. Similarly, we found “difficulty in writing robust but reasonable multiple choice questions” (Dr. Kucinski). This was especially apparent when analyzing the data collected from these multiple choice exams. We continually debated the validity of the multiple questions and, therefore, our exam as a whole. Moreover, students’ grades in class after eighteen weeks of learning rarely matched their exam scores. For all of these reasons and more, our team didn’t feel that the current multiple-choice exam reflected the true abilities of our students.
While re-writing our exam, we shared many hopes:
- We hoped that the new exam would provide the opportunity for all students to be successful.
- We hoped that the new exam would more accurately reflect and celebrate the strengths of our students. Likewise, we hoped that it would help highlight areas in which students had room to improve.
- We hoped that students would feel more in control of their exam score.
- We hoped that the data gathered from the new exam would be more meaningful and easier to formulate future lessons and units from.
- “We know that for many students, standardized tests are just a point of ‘doing school.’ As such, they merely want to survive them. We sought to change that.” – Dr. Kucinski
- We hoped to “discourage cramming and mere memorization” – Mrs. Bauer
Our team worked together to create what I would describe as an extended-response(written), evidence-based, reflection-heavy exam. We included in it all of the 9th grade English standards assessed throughout the first semester of the school year in addition to other questions about academic behaviors. To be frank, I do not think that our current exam is without faults. We’ve administered it three years in a row now, and we have tweaked a few questions each time based on the last year’s results. I’m sure we’ll make edits and improvements between now and giving it again next year, too. With anything new, there is uncertainty.
For students, our new exam provides these exciting and unique opportunities:
- To reflect and practice metacognition
- To revisit old work
- To set future learning goals
- To be honest about learning patterns and learning preferences as well as good and bad habits
- To identify areas of growth and mastery as well as areas that need more practice
- To review why we do what we do in English class
- “Increased awareness of standards” – Mrs. Shayne Bauer
- “Ownership” – Dr. Steve Kucinski
Students, for the most part, appreciate the non-traditional approach and especially appreciate the week’s worth of time given to complete the exam. Though, there are a few students who ask, “Can’t we just take a test?” Students also appreciate the efficacy of knowing I can do well on this. Likewise, there is no guesswork (I don’t know what they’re going to ask me) on the exam or any double jeopardy (Well, I didn’t do well all quarter, so I’m surely not going to do well on this exam either). (Dr. Kucinski)
One of my students even took the time to email me this feedback in her free time: “I thought this year’s midterm was well made and smartly scheduled. It was not as stressful as other exams. I liked that it made you reflect on what happened in the first half of the year. I learned more about my strengths and weaknesses when it comes to reading and writing… I would like more exams like this.”
At this point, you probably just want to see the exam. Here it is:
And here are some student responses:
- What students identify as their weaknesses (versus what we teachers identify)
- What students are most proud of
- Students fessing up to being lazy
- Students not knowing where to find feedback and rubric scores on Schoology (LMS)
- Students not understanding weighted grades and the distinction between the different grading categories we use
- Students struggling to articulate what and how they’ve learned and where their deficits are (Dr. Kucinski)
- Students not being okay with saying ‘I didn’t learn everything’ or ‘I don’t know how I know this’ (Dr. Kucinski)
Obviously, we know this exam is non-traditional. We’re curious to know what other educators think about it. Maybe you think this is a downright awful idea. This exam works for us, but could this ever be an assessment in your classroom?