This week we are working on assessments on our course outlines. Assessments are a way that teachers can determine if the students are understanding and learning the curriculum. Assessments should be done before, during, and after each lesson so that teachers are able to correctly assess students learning.
Item of Interest
I am designing a 13 week 3rd grade History unit. My course will be face to face only and I will use several different types of assessment throughout this unit. I will use formative and summative assessments. Examples of the types of assessments that I will use are:
- Index Card Summaries/Questions: Periodically, I will distribute index cards and ask students to wirte on both sides, with these instructions: (Side 1) Based on our study of (unit topic), list a big idea that you understand and word it as a summary statment. (Side 2) Identify something about (unit topic) that you do not yet fully understand and word it as a statement or questions.
- Student Conference: One on one converstation with students to check their level of understanding.
- Observation: Walk around the classroom and observe students as they work to check for learning.
- Exit Card: Exit cards are written student responses to questions posed at the end of a class or learning activity or at the end of a day.
- Reader's Theater: From an assigned text have students create a script and perform it.
- Unit Test - End of (topic unit) test to assess student learning of topic in full detail.
Problem or Concern
I am concerned with the reliability of my assessments throughout this 13 week unit. How can I determine if my students are trying their best and their results are staying consistent over the 13 week unit?
I love the index card idea. I think you will be able to learn a lot about what they are understanding or having trouble with, because often times students don't want to admit in front of their peers that they are having trouble. This gives them the opportunity to do so without embarrassment. Your assessments sound great to me. I think we can learn more from these kinds of assessments versus standard tests.
ReplyDeleteYou're question of reliability hits at a much larger question. How can we ever know if a student is doing her best? We really cannot. There is not really a test for that. Many people will tell you to increase "reliability" use more objective testing. That would be focused only on the reliability of what you are testing on really looks at the information you want it to. I would say you may not have a reliable way of seeing if students are doing their best; however, being observant might be the best way to determine this. Your index card assignment is a good place to start. If the summary is haphazardly put together, sloppy in handwriting for the student, lacking details that would be expected at that level of education, you may be dealing with a student who is not putting much effort into things. This isn't really a test measure, but it would be an effective way of evaluating this.
ReplyDeleteOne thought that Dr. Cowan introduced us to in ED 305 and I incorporated here is to set a certain amount of points on a project / grade to be a standard of going beyond the minimum (I think she calls it Exemplary Points and I mimicked that).
DeleteIt isn't a full proof way to get them to do their "best", but it has thus far seemed to encourage them to do more than what is minimally required.
Some people have philosophical differences on it, but it is food for thought.
Kerry,
ReplyDeleteI like the theater option. It seems like it would make the class entertaining and exciting or terrifying depending on the student. I also enjoyed your desire to provide constant feedback. To me, this is crucial in successful student learning. As far as tackling your issue with reliability and knowing if your students are learning what they should, maybe you could add weekly quizzes to your course. The quizzes would give you a weekly breakdown of whether the students are retaining the given information. I hope this helps.
Nichole Livingston