Assessing and Evaluating Students' Learning

In Beach, Appleman, Hynds, and Wilhelm’s piece Assessing and Evaluating Students’ Learning, the section titled, “Alternatives to “Correct Answer” Tests struck me the most.  We are doing this type of assessment in this class right now, instead of testing students for information retained, we are writing responses to the texts we have read.  As suggested in the article, this method is used to allow students to think critically about their interpretation of written text.  As a student and future teacher of English, this method makes so much sense to me.  I am an avid advocate of the interpretation of literature being a personal experience.  Each person will view a text differently, and I feel there is no right or wrong way to do this.  As long as the student/teacher/regular Joe is able to argue their interpretation of it, how can anyone prove them wrong.  Granted, there are different ways to go about analyzing literature, but the interpretation remains personal.  I, for one, loathe the idea that there are right or wrong answers in literature classes at all, but using written responses with specific criteria, as suggested is one way I would go about it in my future classes.  Also, the idea of how students should be evaluated for their work is a grey area, but if the teacher clearly states their expectations of the assignment, rather than create fear in the student of being evaluated, the creation of rubrics for the written work is more beneficial.  Feedback, constructive feedback, of work is also highly beneficial.  Giving the student control and responsibility in the creation and editing of their own work allows them to build the confidence needed in their written interpretations.  There is no right or wrong in literature, unless plot and timelines are being discussed.  Therefore, giving “correct answer” tests are pointless if a teacher is seeking an interpretation of what their students read. Studies show that giving a student a paper marked in red magnetizing all their mistakes does harm to the confidence of the writer.  Rubrics, feedback, and free interpretation seem to be the answer on how to evaluate a student’s understanding of literature.