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%TESTING 760428
The educational effect of testing depends greatly
upon the educator's purpose and attitude in testing and
upon the nature of their personal relations with the
students being tested. Questions of testing
design/technology are important within the context of
purpose, attitude, and personal relations.
Some educators have a very elitist/exclusive attitude
and tend to be indifferent to personal relationships with
students. Often, the purpose of testing for them is to
sort students into achievers and failures. Due to their
attitude toward students--- failure for most students is
equated with success for the educator; the good teacher
gives high grades to few students. The purpose of testing
is to prove how little the students have learned, to catch
them at not having learned assigned material. Professor-
student relationships thus tend to be adversarial
relationships.
Some educators have friendly relationships with
students. They see themselves as partners in a process of
mutual education---offering themselves to the process of
growth through change, sometimes radical change. Testing
for them is a part of the process of setting objectives
and determining whether or not the objectives have been
attained. Testing is an integral part of priority setting
within the total learning process. Testing is designed so
that it helps provide healthy motivation to learn in ways
appropriate to the mutually articulated educational
priorities. Testing involves mutual evaluation of
progress toward mutually selected objectives and/or
living in mutually agreeable ways. Testing is then not the
objective manifestation of an adversary relationship. It
is rather an integral part of a friendly cooperative
venture.
When testing must be objective---those involved in
the testing tend to get treated objectively, like
objects. When testing need not be objective---non-violent
objective testing is possible. The freedom to be
subjective in testing is important---and makes possible
humane testing. That freedom is part of a larger whole---
which can not be legislated or guaranteed by any system of
policies. Unilateral testing is not seen as acceptable in
such a larger whole, because it tends to be violent
testing. Unilateral testing tends to undermine the
possibility of friendships between the subject in control-
--and the object of the testing.
(c) 2005 by Paul A. Smith in
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(On Being Yourself, Whole and Healthy)
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