A couple weeks ago, I prepared the first test for my seniors. It was over vocabulary. Here's the objective/lesson plan (all in one sentence. Impressed? You should be.)
"Today we are going to abolish cacophonous vernacular and become autonomous logophiles."
Of course the kids didn't get it at first, but after some practice and homework, they were well on their way to becoming word aficionados. They used the words and stems of the words very well, and understood that the words were all built out of stems.
So it came time to test them. I made a relatively hard test. It seemed like most of my colleagues screwed up their faces when they looked at the test. The test was built like this:
- "Tell me what this stem means" (Simple memorization)
- "What do you think this [new word] means based on your knowledge of the stems" (Is analysis too much to ask?)
- "Translate this sentence using your own words" (Heaven forbid I ask them to use their new knowledge practically).
A few teachers looked at it, and said you may want to change *cue red marks on my test draft.* They were simplifying my test. If I were my student, I'd be insulted with a rudimentary test. It doesn't tell me that they've learned more than just the words. I want them to be flexible readers, and attack unfamiliar words knowing these stems. Not simply recall words they memorize.
I gave them the test with no corrections.
98% got A's.
'They told me I should 'come down, cousin!' But I flatly refused, I ain't dumb down nothin'."
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