Tests? Who needs 'em?

My abbreviated unit has forced me to really consider how I feel about tests. The fact is, I don't like them. Specifically, multiple choice, true-false, matching kinds of tests. I understand that they are a part of the landscape in schooling today, but that doesn't mean that I need to embrace them. The fact is, I don't have time for one in this unit, and I don't think I'll miss it. But, I do need to have something that will work as a summative assessment. I think the projects the students are doing will be a good measure of their learning. They're a better indicator of their deep understanding of the work. However, when I designed the projects, I was imagining I would also give the students a test similar to what my CT usually gives them after they read a book. His rationale is that the test measures whether they have a basic understanding of the book and the project will measure the deeper understanding. My thoughts are that they must have that basic understanding in order to demonstrate the deeper understanding. So, why do the test at all? I guess I don't really see the point. At the same time, I told the students they would have a test. I kind of need test scores to use in my analysis for my KPTP, also. So, I think I'll be giving a test, as promised. But, it will be open book, open notes, short answer, requiring a synthesis of their knowledge of the book, not just their ability to choose a letter from A to D. They'll be asked to explain a few quotes, find examples of literary techniques, and analyze a character's motives, using examples and quotes from the text. It will take longer for me to grade, but I think it's a better, fairer measure of their understanding of the text.

I will also be giving them a vocabulary quiz, but the truth is that I'm a little wary of that as well. I think use of the vocabulary is a better indicator that they have really assimilated it. But, in this instance, I am going to give in to the fill-in-the-blank test, simply because I want the students to know they really are accountable for memorizing it and knowing it. They have to memorize it before they can assimilate it further.

Ideally, I would like to build my entire year-long plan around writing and projects within a theme, much as has been suggested in our Bomer and Smagorinsky texts. With my student-teaching, I don't feel like I have the freedom, the authority, or the time to do it properly. In many ways, my work this semester has had to fit in with what my CT does. After all, it is still his classroom and the students are accustomed to his structure. But, working within another teacher's structure has really helped me clarify how I would like my structure to differ. It's almost like trying on another persona and realizing that yours is the best fit for you after all. It's nice to have that reassurance. It builds my confidence in my ability to create meaningful plans to create meaningful learning.