People don’t like feeling threatened, so it’s no surprise that children look worried when I announce a no-notice assessment; tests are traditionally seen as threatening. Many of my lower school pupils have been doing their first round of ‘brain only’ tests, and the reactions continue to be interesting.
I’ve written about these before, but to summarise, they consist of a mind-map projected onto the board, with a few topic headings and sometimes some content hints but nothing else. The purpose is to put the onus 100% on the pupils to show what they know, without support of any kind. I refuse to give anything more away than clarification of the summary points, which forces pupils to make their own decisions about their knowledge and how to use it. I’ve been doing this for several years now, and a number of colleagues have also taken up the idea, which has the added benefit of being blissfully straightforward to implement.
The rationale, which I share with my pupils, is that things that have been properly learned should be ‘in there’ just waiting to pop back out; mugging for a test is inherently artificial, and prone to immediate forgetting once the ‘threat’ has passed. This way, they can’t do that; we are effectively testing long-term rather than short-term memory.
Judging from the initial reactions of those who have never done this before, the idea of relying entirely on their own cognitive resources is distinctly unfamiliar. I worry that so much teaching in the past decade has revolved around the idea of easy accessibility that we have scaffolded learning to the point where children themselves rarely have to break a sweat. Some seem unfamiliar with the concept of actually being expected to know anything long-term; when I mention the problem of leaving your learning at the lesson door, some (metaphorically) nod in recognition. This way plays to the ‘Quiet’ qualities of inner knowledge – and there is no escape.
So after a brief preamble, they are let loose and spend the remainder of the hour working on their mind maps. Pupils are given A3 paper on which to communicate their ideas as they decide. This format is helpful because it allows pupils to start writing at whatever point they feel they can. Getting started is often the most difficult part, after which everything does indeed just ‘pop back out’, with many writing at length. Credit is given for (correct) extra information that pupils can provide from their own knowledge.
I have refined the process over the years – I judge more carefully the point at which they are allowed to consult their books deferring it if it seems appropriate. This is a one-way decision of their own choosing, following which they notionally score marks at half the rate. They must write in a different colour from that point, for which we now use GREEN – the idea being that knowledge which requires book consultation is effectively that which needs further work.
I have used this across the ability range, with very little modification – the intention being for all to aim as high as they can. I level the results broadly using KS3 levels, with five or above needing reasonable explanation and six or more needing analysis. Writing diagnostic comments is easy – and the scripts are relatively quick to mark.
But the best bit is that, once familiar with the process, many pupils say they like the format. Quite a few rise to my challenge not to need to open their books – and very many report being pleasantly surprised at how much they find they do know; that is very empowering. I find it rewarding, too, to observe the explicit effects of my teaching. There is ample scope for positive reinforcement, and it also forces a realisation upon those who struggle that maybe they do need to pay more attention. Over time, this procedure provides an incentive to try to retain what they learn in lessons, as they now know they will be expect to demonstrate it. We are talking about real learning here, not just short-term performance.
Progressive teachers may be nodding knowingly at this point – but I see little to contradict the traditionalist ethos either, in giving pupils what amounts to a half-termly exam in silence. The key thing is that the task is demanding but still affirmative. And it has an interesting effect on behaviour, which also makes me wonder what the pupils are experiencing across their education more generally as a result of the all-singing-all-dancing type of lesson they perhaps more frequently encounter.
For all that they often seem unable to focus for long, when given a challenging task of this sort for which they have no option but to concentrate on their own resources, many do seem perfectly capable of rising to the challenge. Last period on Friday, I had a sometimes-difficult low ability class writing in silence for an hour without any bidding from me. Now that has to be worth doing.