My experiences with assessment:
Growing up, assessment was never really a forte of mine. I remember getting really nervous during formal testing wherein multiple choice answers or true/false questions were the way to demonstrate understanding. I was never quite certain how to study for tests and never did too well on these types of assessments. Up until today, I haven't mastered the art of test-taking. I definitely prefer more project based assessments, expressing understanding through writing, in-class discussions, or presentations. I feel like I can connect more to these assessments because it brings more out of me through creativity and effort.
It's funny how test-taking isn't my choice of assessment, but as a teacher that is exactly what I give to my students. Around our school, like many others, "test-taking" practice and format seems to be a buzz word. We need to format our tests like the CST so that kids familiarize themselves with this way of testing, and it's starting as early as 1st grade. Although multiple-choice testing and scantrons is the easiest way to correct and check for understanding, it's not always the best way. As a learner, I think that feedback in written words from the instructor as opposed to check marks is more effective. I internalize feedback when instructors comment on my work rather than seeing a +21/25 at the top of a test.
Our book stresses how "the most influential purpose for assessing learning gains is to provide feedback to learners and instructors" (Simonson, Smaldino, Albright, and Zvacek, 2009, p. 265). This feedback from the assessment is not only to assess gains but to make further decisions on where to go next as a learner or an instructor, whether it be reteaching or enhancing a particular concept. Knowing that assessment and feedback is a key component when designing a class, it's important to choose assessments that fits the need of the class, teacher, and student. There has to be cohesiveness between three when designing the assessment. I liked how Mueller (2005) discusses authentic assessment. When choosing an authentic assessment, the instructor must think of its worth and value to the demonstration of understanding. Creating these real-world tasks for the students to perform will be more meaningful, but before creating these tasks it's important to develop meaningful goals and objectives. Just like Maxwell did for her course in the article "Continuous Assessment", here is a list of probable objectives that would be included in my course. By have these objectives set, assessments can be made based on the goals for the class.
1 - Define and describe visual learning.
2 - Define and describe multi-media learning.
3 - Identify the different uses for the InterWrite program.
4 - Develop a lesson using the InterWrite program.
5 - Describe how to use the different tools for the program.
6 - Present the created lesson to the class.
With these objectives set, I can now develop the needed assessments that will support each.
Objectives 1 and 2 (discussion - asynchronous): After reading required materials about visual learning and multi-media learning, students would participate in a threaded discussion and reflect upon their reading as well as other students' reflections. Students would post their understanding in a blog.
Objective 3 (journal): As students are exploring the InterWrite program, they would journal their strengths and weaknesses of the different tools and put ideas down to use for the development of the lesson.
Objective 4 (lesson development posted): Students would create a lesson using InterWrite (minimum of 5 slides) that fits their grade-level standard. Post the lesson on their blog. Critique other students' lessons. Make improvements on slides after critiques have been done.
Objective 5 (flow map): Develop a flow map the describes the process when the slides were created. Post on blog and read other student blogs to get ideas.
Objective 6 (presentation): Either face-to-face or through DimDim, present the lesson to classmates.
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Hi Heidi!
ReplyDeleteI hear you about testing! In my district we even up the ante a bit by making them take even more test in the way of departmental common assessments. I understand the need for data to determine best practices, but I do not feel that constantly developing and giving more scantron tests is the way to do it.
I also like the fact that you use a multiple platforms (blogs and DimDim) to interact with your students. I am really chomping at the bit for a chance to actually design and teach a web course that could incorporate these tools!
--Kenny
Hi heidi
ReplyDeletegreat project. i like how did you organized your course objective. at the begging you mention how much that you fell nervous the text material and now you said that you use test with your student.
it is great idea to communicate with your student and keep in touch with them.
do you think the student will do a great work when they do practice test?
thank you
amal
Hi Heidi
ReplyDeleteI like your objectives lest.. they are very clear and direct. Its a great idea to develop the needed assessments that will support each objectives.
In my opinion, when do you the assessment for each objective on its own the assessment will be accurate and successful. that exactly what you did!
great work!!
Eman
Hello Heidi. I have to say that I have never been one for formal testing, or test-taking in general. It seems to me that we inundate our students with these kinds of tests, and that these tests seem to hold so much relevance in how to measure how well a student learns.
ReplyDeleteI am all for project-based learning and assessments. I too believe that it is a way to really connect with your students. I think students get so much more out of it. I agree with you that we should choose assessments that benefit and fit the needs of the students, teacher, and the class as a whole.
I really like your objectives. I like the wide variety of objectives that allows students the ability to be successful.
It's about time that as teachers we look at the real value of these types of authentic assessments. Great job!
Thanks for the feedback everyone.
ReplyDeleteKenny, we are in the process of putting together common assessments. It's a lot of work. I understand the reason for having them, really pinpointing the standards and what students are mastering those standards. I as a teacher will just need to create other FUN assessments that address the standard other than a multiple-choice test.
Yes, the objectives were key before creating the assessments. I wanted all the objectives to relate to each other, leading up to objective 6 "the InterWrite" presentation. I wanted a variety of assessments that didn't include multiple-choice testing :)
I feel so sad for the teachers of today that are forced to create and recreate assessments to make the students perform better on the STAR. The saddest part is that these teachers are not allowed as much time to teach in authentic ways to allow students to acquire lifelong learning. They say this extreme testing is working and based on research. This however is not a true statement. The research out there shows that students are involved in short term learning for the test and not retaining much of the knowledge for their future learning. Librarians have stated that fewer and fewer young ones are checking out books to read. After reading the blogs of instructors this week I feel there will be a future where we return to authentic assessment of students and focus instead on what they have learned. Many Professors have written articles that show students will acquire knowledge better when the work that the students do is deep study of a subject and not surface for a test study. I think with the NCLB teachers have learned what the standards are they need to teach, so now they can use any topic to cover and review those skills within that topic. Yes developing units like the one you are doing require more work on the part of the teacher, but what amazing results for the students.
ReplyDelete