The day started out like any other day. As a new principal and vice principal team, we set out on our daily classroom visits. It was a Friday, and many teachers were administering tests to their students. We saw math tests, spelling tests, vocabulary tests, and more. In our school, like most others, it was the norm; tests were the way teachers assessed what students knew and were able to do.

In one fifth-grade classroom, all the students were seated with a chapter test from the social studies book on the Revolutionary War. They were quiet and focused on the tests in front of them. As we approached Room 15, we heard shouts coming from behind the door. We looked at each other in concern, bracing ourselves for the worst. What were we in for now?

We opened the door and were astounded by what we saw. Everyone was dressed in outfits that were indicative of the Revolutionary War. As we listened, we discovered the students were shouting about the colonies and England and madly debating their views.

We turned to some students (who refused to break character), and asked one of them to explain what was going on. “Well, I’m a Tory you see. And I choose to remain loyal to England.” The student continued by pointing to other classmates, saying, “but these turncoats are resistant to the imperial policy.”

“What do you mean?” we asked, taken back by the demonstration of academic vocabulary.

“You know, like the Stamp Act, the Townshend Acts and taxes on tea,” the student nonchalantly replied. “They’re complaining about being taxed without being represented in the parliament. Now they think they can just sever ties with King George and become their own country. They’re a bunch of ungrateful expatriates!”

The student excused himself and went off to continue his debate with his classmates. Impressed, we moved about the room, eavesdropping on various squabbles. When we finally located Mr. Williams, we saw that he was dressed as a Redcoat and engaged in a heated discussion with some of his students. He was feverishly taking notes.

“Now let me get this straight. You say you hate England, but it was England that gave you the opportunity to come to this country,” Mr. Williams argued.

The students shouted responses as he wrote down what they were saying. At that moment, he noticed that we were in the room. He smiled and nodded at us, but didn’t stop to talk. Instead, he continued circulating around, stopping to ask individual students prodding questions about the key political, religious, and economic ideas and interests that brought about the Revolutionary War.

When we left the classroom, we looked at each other and knew that we had just had a revolutionary moment of our own. Mr. Williams was different. When he taught, he made it a point to connect learning to real life situations. He was assessing learning, and his students didn’t even realize it. Although it was true that Mr. Williams taught gifted students, isn’t his approach good for all kids?

We learned a valuable lesson from Mr. Williams that day, a lesson we continue to share with all teachers we work with: if you stop and think, there is usually a more authentic way to show understanding without giving students yet another test.