Angus King, the ex-governor of the state of Maine who was instrumental in the mass roll out of the one-to-one laptop initiative in the state's middle schools characterises the benefits of the programme as follows:
to significantly improve writing scores
to improve behaviour and attendance
provide true 21st Century skill
and all for the same cost as the state snow-ploughing budget! http://goo.gl/FMRr9
It's interesting that even this (at the time) highly innovative project
had standardised testing in mind as an achieveable outcome, which, given the US obsession with test scores as a means of identifying teacher performance (see Race to the Top; http://goo.gl/yOltm ) is hardly surprising.
Of more surprise is that this objective was actually achieved.
"Analysis of these average scale scores indicated that, in fact, there was a statistically
significant improvement in writing scores after implementation of the laptop
program" (Silvermail 2007)
Although writing is only a part of the range of testing it was an area for improvement as noted by Angus King.
However, outside of Maine there has been a more lukewarm response to one-to-one initiatives, as highlighted by the New York Times; http://www.nytimes.com/2007/05/04/education/04laptop.html?pagewanted=all
The articles states that laptops have been ditched as they have "showed little, if any, measurable effect on grades and test scores at a time of increased pressure to meet state standards." Note again the stressing of the importance of standardized assessment scores.
But as Scott McLeod points out on his blog, the types of higher order, authentic, 21st Century Learning experiences that an innovative laptop programme should be looking to achieve are unlikely to create an atmosphere conducive to higher standardized test scores: http://goo.gl/N0l1S
He also highlights key factors in lack of training and support to help these initiatives achieve their true potential.
Silvermail, D.L., Gritter, A.K. (2007). Maine’s Middle School Laptop Program: Creating Better
Writers. Maine Education Policy Research, University of Southern Maine.
After reading this New York Times article "Seeing No Progress, Some Schools Drop Laptops", the article point out a critical point! The school-issued laptops to student are want to get benefit and advantage to their learning need. It is a positive gift to student. However, student can use it in a negative way such the article mentioned "exchange answers on tests, download pornography and hack into local businesses". Right now, the laptop or the tablet/pad is a good learning tool for student but still seems drawback on it!
ReplyDeleteThanks Clive for the sharing. It seems that, still, the assessment system does have a large impact at last on the learning practice.
ReplyDeleteWhile having a high score in standardized test is still the outcome to be achieved, I think we can also focus on the learning progress by the students. Other outcomes from the project could be achieved when the students learn - they learn the way to tackle project, they learn to co-operate with other team members, and they can also learn with fun.
I am not sure if I am correct: the outcome on achieving better score in standardized testing often draws more attention, because it is the most objective and easiest way to assess a student performance. While other possible outcomes like: be more sociable, motivated in learning, etc., are not as easy to be evaluated. As a result, less focus is put on these areas.
Agree with what you say, Ken.
ReplyDeleteHow can we get to a point where we begin to assess what is important?
We are very guilty at only assessing students over a very narrow range (in primary schools) and then using that info to label them, or number them.
We don't assess many of the attributes we associate with 21st Centruy Learning; e.g. creativity, problem solving, synthesizing information, resilience etc. But we do assess the ability of students to produce neat handwriting - it seems madness to me!
In innovative or modern classes, traditional assessment such as exams is criticized. Although the exams have lots of limitations, the value should also be noticed.
ReplyDeleteI don't think exam is a problem, actually, it may be necessary and effective as the above example indicates, but if it is the only way of assessment or it is even the only standard to judge the ability of a student, it becomes a serious problem. After all, the exam is a way to achieve the outcomes, rather than the outcome.