Henry Ford and Education

I would like to relate this to Education.  Over the last eight years, I have spent hours trying to create "better tests" (faster horses).  In the last two years, I started to question "Is there a limitation to these tests?"

Just like horses, you can create better tests, but there will always be limitations as to what you can do with these assessments.  Whether it is FOR or OF learning, tests, by their design, they can only give us a snapshot as to what a child can do.  As well, most tests limit the amount of knowledge a child can demonstrate to the knowledge of the test creator.

I often wonder, what if educators were like Henry Ford, and instead of making better tests they started working on something different?

Working with this question for quite some time, I have assessed students quite drastically in my class.  I refused to make "faster horses" and instead started working on "a car" for assessment.

First, I personalized assessment in my classes.
Next, I abolished grades in some classes.
Lastly, I even made my final exam a learning experience.

For a more in depth look, you can read through the links, for a quick snapshot here is what I have changed..

• Students should be able to learn, and be assessed, at their own pace.
• Students should be able to be assessed, retaught, and reassessed as many times as needed.
• A multiple choice, numerical response, and written response test does not allow for as much creativity as an open ended, performance based assessment could.
• Student choice, in how to demonstrate their knowledge, can allow students to bring their interests and passions into their own learning.
• Students are more proud of work that is too large to fit on the fridge.

Were there problems with the first ford? Of course!  I do not think that my approach is the BEST, and just as a car still has limitations, so does this new approach towards assessment.  Just like a car and horse, my approach has the same goals as traditional assessments; to teach and assess students.  The difference...students in my class enjoy this new approach, and when I survey them at the end of each course 99% of them prefer this new assessment strategy compared to traditional assessments.

This journey has required me to ponder, as Henry Ford did, if we continue to think in the same mindset as all the people before us, all we will ever have is something a little quicker.  However, if we realize that our past knowledge may be holding us back, then we may create something more effective and efficient than we could ever imagine.

Lastly, as you read this I will leave you with another Henry Ford quote...

WHETHER YOU THINK YOU CAN OR YOU THINK YOU CAN'T-YOU'RE RIGHT- Henry Ford

My new Final Exam

Over the past years I have been trying to make the end of my courses a celebration not a date students dread.  I say that because, I have seen students cry, stress, and create all sorts of excuses, whenever I brought up their "30% final Exam".

This year, I have taken an entirely different approach.  Instead of a 30% exam, which consists of one part multiple choice, one part numerical response, and one part written, I have changed it to the following:

1 part entirely written worth 15%, and a presentation worth 15%.  In our school, there are certain criteria for which a student can exempt a final exam.  In my course I have made the presentation mandatory, and a student can only exempt the written portion.

How does the presentation work?

Students get the following BIG ROCK outcomes of my course:

Students are then required to create a presentation around these outcomes.

What does it have look like?  How long should it be? How many questions should they have? Does it have to have videos? 

The answers to all these are "Up to the student!"

Now, since I have over 40 calculus students, I do not have time to watch 40+ presentations, so I do allow students to collaborate in groups of up to 3.  HOWEVER THEY DO NOT GET GROUP MARKS.

During the presentations I ask questions and depending on the individual answers I differientate the assessment mark for each individual student. 

The presentations usually take 40-60 min in length with disucssions, questions, and even some learning occuring.

My students no longer dread the final and one even told me

"Mr. Martin I spent more time creating my presentation then I did preparing for my diploma in my other course, which is worth 50% of my mark"

Personalized assessment

First, I want to make clear what my assumptions are about assessment.

• Each student learns at a different pace
• There should be no punitive action taken against a student who learns slower.
• Students are allowed as many times as they want to demonstrate learning.

Also, you must know of my story around abolishing grading in my calculus class.

Currently we are three quarters through the course and running out of outcomes to assess and master.  This week I have tried something different.  Personalized assessment!

Each student is given a test but it is drastically different than anything I ever given before.  On the front page, there are questions which assess their knowledge of an outcome we have been working on for a week.  On the next pages, each student's exam is different.

On some, the pages are blank.  These are for the students whom have already demonstrated understanding of all the outcomes up to this point.  The cool part is that these students can be enriched with an activity, as they will most likely finish the test first.  For the rest, their pages are filled with questions on the outcomes they have yet to demonstrate understanding of. (Up to a maximum of 2)

Example:  Susie hasn't demonstrated understanding of outcome 5 and 7 and therefore on her pages, there are questions around outcomes 5 and 7.  Jason, on the other hand, has demonstrated these two outcomes but has missed outcomes 1 and 6.  Consequently, on his test there are questions around outcomes 1 and 6.

Next, I will assess this test under the following scenarios.

1. It will be summative if the student correctly demonstrates all parts of the test. 
2. It will be part summative and part formative for those who can only demonstrate learning of certain outcomes. 
3. It will be entirely formative if a student can't demonstrate any understanding of any outcomes.

If I followed the philosophy that all assessment should be common, then all students would be writing a test around outcomes 1-10, which would take longer than a period, and be a complete waste of time for those who have already demonstrated learning.

Is this a lot of work?

Yes! However, it is worth it when I can say that this test is more about the needs of my students than it is to generate another "mark" in my gradebook.

We all decide the weighting of our standardized exams.

In Alberta, our Grade 12 diplomas are weighted at 50% and the teacher awarded mark is weighted at 50% mark...on a child's transcript.  Now I will make a case that, even though the government has decided this, it is truly up to each stakeholder in education who determines how much this weighting truly is.

First off, the teachers:

It is up to the individual teacher how much the diploma is weighted in your teaching, your assessment, and your daily dealings with the students.  I have seen anywhere from 0%-100%.

What does 100% look like?

Well, very simple.  This classroom teacher puts emphasis on the same outcomes, which are emphasized on the diploma.  This teacher will give only multiple choice exams, as this is the style the diploma is.  The questions used on these assessments are mainly previously used diploma questions, identical to released items from the government, and only questions that will assist the child write the diploma.  This classroom is designed around the "competitive" nature of education.

What does 0% look like?

Again, very simple.  This teacher puts emphasis on the outcomes which will assist them in the next level of the course, or in life.  (Of course, both teachers could have overlap on some outcomes).  The assessments are mainly performance based or written.  The questions asked are created in a way that students can be creative in the solving of the problem, and the answer does not need to be a specific number to be correct.  This classroom is designed around the "collaborative" approach to education.

Lastly, you could have a a hybrid of these approaches in the classroom.

Next, Post Secondaries:

What does 100% look like?

Well these simply ignore the assessment of the classroom teacher and simply use the diplomas as their entrance requirement.

What does 0% look like?

We look to, University of Saskatchewan, which ONLY looks at the teacher assessment if a students mark on the diploma is less than the teacher awarded mark.  (Good Job U of S!)

Third, we have Parents and outside School:

What does 100% look like? 

We have things like the Fraser Institute which ranks schools districts based on standardized tests.  The Fraser Institute ignores the make up of the classes, the teacher's assessment, and only judges the quality of education based on how well the students do on a standardized exam.

There are also people in the public, who hold teachers accountable by the marks the students get on a standardized exam.

What does 0% look like?

We look to Finland, who has exchanged the "accountability" with "responsibility".  There are parents who ignore the mark their children get on a diploma, and are more concerned with "How much does my child enjoy going to school?"

As you can see, it is up to the individual person to determine how much the diploma is worth.

Not every child can learn

Lets face the truth now.  It is about time we stop talking about that "every child can learn".

After 8 years of teaching, I have realized that it is true that not every child can learn....by Friday.

Not every child can learn....by me standing at the front talking.

Not every child can learn....by working alone.

Not every child can learn....by reading the textbook.

Not every child can learn....by worksheets.

Not every child can learn....by passively taking notes.


So if we aren't going to talk about "every child can learn", we can then start talking about "what do we do when they don't".