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The purpose of testing is to evaluate the progress
and learning of the students in relationship to the objectives of
learning.
Students need a list of what they are responsible
for learning at the beginning of the assignment.
There must be an assessment attitude as opposed
to a testing attitude.
Regular and specific feedback to the student is
is essential for the student to learn-not just what they don't know,
but what they do know.
Grading should be done in reference to the learning
criteria.
Grading on a curve is a game of success and failure
and most see themselves as failures..
Assessment projects:
Build a model: be creative with the materials you choose.
Develop an interactive computer presentation (Power Point?)
Design a mural
Create a musical interpretation (song, dance?)
Record an interview (have me OK your questions before the interview)
Create a series of sketches/diagrams/cartoon
Write poems (must be on nice paper for pleasant presentation)
Do a concept map (large on poster board)
Produce a video segment (must turn in written script)
Write (and perform) a musical
Write/Produce your favorite sit-com (or talk show host) to convey
issues within this chapter
Compile a scrapbook: brightly colored and not word for word out
of the text book or notes.
Use the Internet to design an additional learning experience and
a complete review (handout)
Design a web site with content from this chapter. (Use your own
words.) Keep a journal of the ways that the concepts apply to your
everyday life and how you reacted to the material in the chapter
Put on a live play
Do an experiment “Talk” with me about the chapter
Write a short story
Design a game; board game or other type. (Must have typed rules
of how to play)
Write a research paper taking a deeper look at a concept we talked
about in class.
Projects are nice.
But in the business world, a well written and presented
report will make an impression.
Information about Rubrics:
http://rubistar.4teachers.org/
Rubric generators:
http://teachers.teach-nology.com/web_tools/rubrics/general/
http://www.teach-nology.com/web_tools/rubrics/
http://landmark-project.com/classweb/tools/rubric_builder.php3
http://www.odyssey.on.ca/~elaine.coxon/rubrics.htm
Classroom Assessment
Rooted in Good Teaching Practice Classroom Assessment
is an attempt to build on existing good practice by making feedback
on students' learning more systematic, more flexible, and more effective.
Teachers already ask questions, react to students' questions, monitor
body language and facial expressions, read homework and tests, and
so on. Classroom Assessment provides a way to integrate assessment
systematically and seamlessly into the traditional classroom teaching
and learning process
Classroom Assessment is an approach designed to help teachers
find out what students are learning in the classroom and how well
they are learning it. This approach has the following characteristics:
Learner-Centered Classroom Assessment
focuses the primary attention of teachers and students on observing
and improving learning, rather than on observing and improving teaching.
Classroom Assessment can provide information to guide teachers and
students in making adjustments to improve learning.
Teacher-Directed Classroom Assessment
respects the autonomy, academic freedom, and professional judgement
of college faculty. The individual teacher decides what to assess,
how to assess, and how to respond to the information gained through
the assessment. Also, the teacher is not obliged to share the result
of Classroom Assessment with anyone outside the classroom. Mutually
Beneficial Because it is focused on learning, Classroom Assessment
requires the active participation of students. By cooperating in
assessment, students reinforce their grasp of the course content
and strengthen their own skills at self-assessment. Their motivation
is increased when they realize that faculty are interested and invested
in their success as learners. Faculty also sharpen their teaching
focus by continually asking themselves three questions: "What are
the essential skills and knowledge I am trying to Teach?" "How can
I find out whether students are learning them?" "How can I help
students learn better?" As teachers work closely with students to
answer these questions, they improve their teaching skills and gain
new insights.
Formative Classroom Assessments
purpose is to improve the quality of student learning, not to provide
evidence for evaluating or grading students. The assessment is almost
never graded and are almost always anonymous.
Context-Specific Classroom Assessments
have to respond to the particular needs and characteristics of the
teachers, students, and disciplines to which they are applied. What
works well in one class will not necessary work in another.
Ongoing Classroom Assessment
is an ongoing process, best thought of as the creating and maintenance
of a classroom "feedback loop."By using a number of simple Classroom
Assessment Techniques that are quick and easy to use, teachers get
feedback from students on their learning. Faculty then complete
the loop by providing students with feedback on the results of the
assessment and suggestions for improving learning.
To check on the usefulness of their suggestions, faculty use Classroom
Assessment again, continuing the "feedback loop." As the approach
becomes integrated into everyday classroom activities, the communications
loop connecting faculty and students -- and teaching and learning
-- becomes more efficient and more effective.
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