It is that time of year again when the parent/teacher meetings are finished, and we now move on to the Christmas tests. I can already feel the tension levels rise within the school as the boys and parents prepare for the summative assessments in most of the curricular areas during the first two weeks of December. Tests provide a quantitative number on how the boys have learned that subject, however does this promote an enthusiasm for self- discovery and lifelong learning?
In Willow we want to use class tests as a platform to help boys succeed in areas that they are not confident in by targeting areas that can be improved upon in term two. The boys in Willow are much more important than a number written into a box with a percentage sign at the end. I have seen first-hand how quantitative data has been used as the overall assessment tool within educational establishments and the outcome unfortunately was very negative. However, I am not advocating that we throw out the Christmas and end of year tests.
The boys in Willow are naturally curious – and in schools where questions are asked, learning flourishes. Such has been the ‘climate’ in Willow in recent times. I like to think that Willow teachers do not just ‘deliver’ the curriculum; rather, they engage, stimulate and provoke learning. Of course, certain ‘basic skills’ have to be learned (and mastered) along the way - to allow for further learning. However, there are many ways to come at ‘understanding’ and ‘knowledge’- and it has been this Principal’s experience that where teaching is a creative activity (and profession), then children respond and learn (and, most importantly, continue to learn……).
Therefore, it is important that parents are informed of their son’s progress and more importantly play a positive, supporting role in the education of their son’s within Willow. This will be achieved by using the areas highlighted during these Christmas tests and working on improving them (with the help of parents) through the months of January and February next year.
A recent talk given by Abbot Mark Patrick Hederman, priest of Glenstal Abbey, highlighted the challenges faced in Irish society and he stated ‘…. that the solution lies in a shared vision for an inclusive future. Building a platform towards that future requires imagination rather than memory.’ Hence, we must impart the skills of imagination, confidence, enthusiasm for learning, resilience, curiosity, kindness, empathy, communication coupled with the skills of revision.
Finally, we, as educators, are dealing with 21st century thinkers and learners – very different from 20th century learning – therefore we should strive to prepare the boys within our school for the ‘tests of life’ and not a ‘life of tests’. We all have a role to play in this….