The evaluation systems that are concerned, in the first place, with demonstrating that the student passed, need to have metrics such as numbers to be able to verify it. However, when it comes to realizing whether the student truly learned the lesson, the teacher must focus on three elements that have nothing to do with numbers, which are: detect the student’s problems, try to understand them and look for solutions that allow the improvement of their learning .
As can be seen, the system applied by a teacher who wants the student to really learn is very different from the one that seeks to pass an exam.
If we were to enter into a discussion between teachers and education professionals, it is likely that the idea that the strategy that focuses on learning is the most appropriate to train students would win, however, the truth is that it continues to predominate as a method of evaluation the exam. Recognizing this as true would mean that traditional assessment systems have become somewhat obsolete, and perhaps the academic system is not yet ready to face this new challenge of change. Or maybe yes?
Not having knowledge is not the same as not having a habit
The grading system in Spain has not always remained static either and, for example, for quite some time, many schools have opted for the transition from numbers to letters (or rather words) in the form of “outstanding”, “remarkable ”,“ Approved ”, etc. This way of grading left a wider range between grade and grade, which often constituted a respite for the student. However, these types of qualifications do not clarify the true level of learning achieved.
That is why the teacher must be very descriptive when evaluating with this new parameter, since even parents want to have more information about whether their children passed or not. For example, a student who has a grade of “passed” may need to improve their knowledge, but another student with the same grade may already have the knowledge but must improve their study habits or their way of organizing and translating them. ideas on paper.
Correct can only be done by those who have made a mistake
Another goal that every teacher should consider is to teach their students to self-correct, since it is the only way for the student to really learn. When the teacher takes the exams home with the intention of correcting them, what he is really doing is detecting the faults that his student has, but he is not really correcting it. Correction is realizing the fault, understanding it and accepting it as a mistake in order to finally be able to make the necessary changes.
In other words, we must try to get away (and keep students away) from the obsession with grades and grades at the end of the course, and focus more on that importance of learning, on that residue that should remain after having studied a subject. Likewise, teachers must be able to evaluate in such a way that the results not only yield scores, but also the necessary information about what should be improved. In other words, we need to improve traditional assessment systems and move towards other types of experiences , capable of training students in learning, and not so much in qualifying their ability to learn something by heart.
It is necessary, therefore, that we be able to identify the true difficulties that students face when studying and find a way to help them overcome them, which leads us to the need also to individualize assessment systems, not all students will face the same problems or require the same solutions.
It is also important that the teacher not only dedicate himself to correcting and that students are helped to be able to identify their mistakes and learn to find solutions to them, because in life only those who have made a mistake can be able to overcome mistake and overcome it. Trial, experience and error … is one of the messages that teachers should most transmit to students. This does not mean that the exams are not a good system, as they are very useful to recount the content and the ability of students to remember and express their ideas and conclusions in this regard, but we must bear in mind that true learning it goes far beyond the rote , and that is why, if the great challenge of improving evaluation systems is not faced, the learning capacity will always be diminished and will present deficiencies, most likely, difficult to overcome as time passes.
