Mid Term Reflections.... please respond to me via email (or attach a file) with your response to these questions....
We started with a big concept in mind, Assessment, we created some Big Questions to guide our class. We determined we needed to be able to answer Why Assess? how to assess? what to assess? when to assess? who uses assessment and how we communicate our assessment info? and whether or not assessment is of or for learning or both. We shared in groups answers to these questions on each type of assessment.
I've been giving you Mental pictures (21-5) to help connect our big concepts to the process of assessment. I've tried to teach in layers, not lumps (22-3) a definition of assessment, the types of assessment, the pros/cons/examples of each assessment. I've factored in student choice as you selected your own reading on each type of assessment, and hopefully scaffold ed your learning as you read something prior to the group presentations. We know that assessment builds out of our standards/learning targets.
So WHERE are you? in this discussion? Your assignment for Monday by 9 am is to write me a personal response at this midterm point in the semester.
What have you learned? Can you define assessment and think about the big picture?
What helped you learn the most?
What questions are still unanswered?
How could you improve your learning?
Since we know assessment is like a washing machine- which type of detergent are you as far as readiness to use assessment?
Each jug represents a different stage in their level of readiness for the test:
• Tide – students select this detergent if they are believe the tidal wave of information
might drown them. In the Tide corner the learning activities involve a comprehensive
review of the information and/or an activity that might help the learners experience the
information in a different way. Students from the Cheer group often times hang out here
to mentor and find creative ways to represent the information that their peers might better
understand.
• Gain – students select this detergent if they understand the basics of the concepts taught,
but seem to be missing some of the nuances or finer details. Learning activities in this
corner involve investigation as students identify the details around which they are unsure
and then examine the text, homework examples, internet sources and other classroom
resources to gain their answers.
• Bold – students select this detergent if they are fairly confident they will pass the unit
exam, but still have a few niggling questions. Often times, Bold activities involve
creating possible review activities for future classes or test questions for the teacher to
consider and then challenging each other, as they might in a game show, with completing
their own activities.
• Cheer – students select this detergent if they are certain they will be successful on the
exam. Cheer activities involve enrichment activities to extend and refine their learning.
One such activity involves helping the students in the Tide section. Interestingly, a
majority of the students in this category select the option of helping those in the Tide
category.
If you are still 'swimming' in the material, how have you sought to grow or learn the material in class? Have you listened attentively? taken notes? struggled to stay awake? made mental connections? asked yourself clarifying questions? studied the handouts and materials distributed? Do you need more instruction or do you need to take time to review the notes and your own assessment examples? What would you like to happen in class or what are you going to do outside of class to grow in competency?
We started with a big concept in mind, Assessment, we created some Big Questions to guide our class. We determined we needed to be able to answer Why Assess? how to assess? what to assess? when to assess? who uses assessment and how we communicate our assessment info? and whether or not assessment is of or for learning or both. We shared in groups answers to these questions on each type of assessment.
I've been giving you Mental pictures (21-5) to help connect our big concepts to the process of assessment. I've tried to teach in layers, not lumps (22-3) a definition of assessment, the types of assessment, the pros/cons/examples of each assessment. I've factored in student choice as you selected your own reading on each type of assessment, and hopefully scaffold ed your learning as you read something prior to the group presentations. We know that assessment builds out of our standards/learning targets.
So WHERE are you? in this discussion? Your assignment for Monday by 9 am is to write me a personal response at this midterm point in the semester.
What have you learned? Can you define assessment and think about the big picture?
What helped you learn the most?
What questions are still unanswered?
How could you improve your learning?
Since we know assessment is like a washing machine- which type of detergent are you as far as readiness to use assessment?
Each jug represents a different stage in their level of readiness for the test:
• Tide – students select this detergent if they are believe the tidal wave of information
might drown them. In the Tide corner the learning activities involve a comprehensive
review of the information and/or an activity that might help the learners experience the
information in a different way. Students from the Cheer group often times hang out here
to mentor and find creative ways to represent the information that their peers might better
understand.
• Gain – students select this detergent if they understand the basics of the concepts taught,
but seem to be missing some of the nuances or finer details. Learning activities in this
corner involve investigation as students identify the details around which they are unsure
and then examine the text, homework examples, internet sources and other classroom
resources to gain their answers.
• Bold – students select this detergent if they are fairly confident they will pass the unit
exam, but still have a few niggling questions. Often times, Bold activities involve
creating possible review activities for future classes or test questions for the teacher to
consider and then challenging each other, as they might in a game show, with completing
their own activities.
• Cheer – students select this detergent if they are certain they will be successful on the
exam. Cheer activities involve enrichment activities to extend and refine their learning.
One such activity involves helping the students in the Tide section. Interestingly, a
majority of the students in this category select the option of helping those in the Tide
category.
If you are still 'swimming' in the material, how have you sought to grow or learn the material in class? Have you listened attentively? taken notes? struggled to stay awake? made mental connections? asked yourself clarifying questions? studied the handouts and materials distributed? Do you need more instruction or do you need to take time to review the notes and your own assessment examples? What would you like to happen in class or what are you going to do outside of class to grow in competency?
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