In History, the students’ training goes beyond chronological events, immersing them in the waters of historiography (the history of History). The methodology and historical studies require an analysis from the perspective of microhistory, with an emphasis on social and cultural perspectives. As part of the graduate study requirements in the University of Puerto Rico, it is necessary, at the end of the degree, to take the Masters Examination. To take it, you must enroll at the beginning of the semester and meet with two teachers from the Department who will be assigned according to your areas of emphasis. Each teacher will assign a topic to study, which will be evaluated at the end of the semester in two parts (two days – one day per topic). For each part (day) the student will be given three questions, of which two of them should be answered – one chosen by the teacher, and the other one by the student (But you should be prepared to answer all). The questions are answered in front of the teacher, in an estimated time of three hours. It is a descriptive feedback of what the students have learned.

The Masters Examination is an assessment of learning, so it did not help the teacher to adjust nor give time to change the direction in which the learning is headed.  Instead, the assessment gives descriptive feedback of what the student learned with the purpose of “accountability or to rank or certify students” (Noyce, 2011, p. 1).  The student should be able to transfer knowledge through an essay in which the topic in discussion should be approach and explain in the proper context and from within the student’s perspective.  So, the teacher lectures and involves in class discussion, and the student learned what they are asked to learn.  After the examination, the professor reads and approved or not approved the exam within the range of outstanding, pass or not-pass. 

The Master’s Examination allow students to transfer their knowledge through deep explanation while they applied what’s been learned; but as a renowned center of education, we should be able to address the fact that even if what remained unlearned could be assessed, there is no left time to change it. We are focusing just in the path and not on the goal. By the time of the assessment, there is no way to adjust any direction, nor adapt the way the information is taught/learned.

How to improve learning techniques and to approach the students’ difficulties if they can’t be assessed with enough time to addressed them? If the ultimate goal is the knowledge of the student, which assessment should be implemented? One that ranked them or one that help the cause? Jay Mc. Tighe, an education author and consultant, introduces us to Understanding by Design, which in his own words, is a framework for curriculum planning, for assessment design, and for teaching (2005). But, what does UbD can do for the Master Examination?

As UbD suggests, the teachers needs to set their goals and work from within. If the Masters Examination goal is to assessed the general knowledge from the students about their area of emphasis, then a comprehensive curriculum with a formative assessment needs to be implemented to be teaching and assess as Mc Tighe and Grant Wiggins suggested. Designing from the goal is essential to ensure the achievement of the student’s transfer of knowledge.

To turn this assessment of learning (Master’s Examination) into an assessment for learning, a one specialized question could be administered each trimester. To answered the next specialized question, the student needs to approved the previous one. The assigned teacher will evaluate the essay, and recommend any further study time or action from the student. If the student approves the specialized question, the next one could be administered by the next trimester. Each one of the questions should be answered throughout the degree, given proper time to adjust the teaching techniques and to acknowledge what has been learned and what not. The assessment and feedback could be done through the virtual scenario. Google docs is an excellent way of assessing and a great platform to address the necessary feedback.

In every good relationship, a good communication is essential to continuously obtain the feedback needed between them so the success of the relation is achieved.  There is no space for waiting until the years pass by to see if the relationship worked.  Why would it be different between a teacher and the student when what is at stake is so much? Let’s work for the love of knowledge!