Abstract
This chapter reflects on the challenges of criterion-referenced final examinations in higher education within the context of Micronesian cultural realities and suggests alternative approaches that may contribute more constructively to student success. The first explores the transformative role that mentor relationships can have on both student engagement and purposeful and meaningful faculty-student interaction. The second appreciates the powerful contribution that connectivity plays as professors work to create a community of scholars within their university courses. And finally, the authors highlight the value of publishing as a pedagogic tool within a university course that elevates the process of research and writing making the work all the more important and meaningful to students. All three approaches are particularly meaningful due to the cultural relevance of each to Micronesian people.
TopBackground
The first professional use of this uniform testing approach began in 1845 when American educator and politician, Horace Mann, promoted the idea of using written examinations in lieu of oral examinations to assess course mastery in the Boston Public School System. Mann’s method of testing allowed for larger volumes of students to be assessed at any given time and ensured a consistency in test taking environments and selected questions. The benefits of this style of assessment were further popularized when it was adopted by the College Entrance Examination Board, now named the Scholastic Admission Test (SAT), to assess the abilities of students applying to college. The belief was that this style of testing would allow students to be admitted into colleges purely by the results of their test rather than socioeconomic status (Gershon, 2015).
Key Terms in this Chapter
Content validity: The ability of the test to assess specific skills through question selection and wording.
Criterion-Referenced Testing: Method of assessment that compares student answers to a referenced criterion/standard to determine student proficiency.
Test Validity: The measurement of a test’s successfulness as an accurate assessment tool.
Yapese: Indigenous people of Yap, an island nation in the Pacific.
CHenchule: Literally translated to “gift.” Connotes the CHamoru value of reciprocity.
Construct Validity: The ability of the test to reflect lessons taught in the class.
Påtgon: Literally translated to “child.” Connotes the value of childcare.
Chamoru: Indigenous people of Guam, a United States Territory island in Micronesia.
Palau: Officially, The Republic of Palau. An island nation in Micronesia.
Criterion Validity: The ability of a test to be compared to a valid reference or standard.
Micronesia: A subregion of Oceania.