Weekly Essential Question:
How do we assess and evaluate?
Key Questions:
What is the difference between formative and summative assessment?
Why assess learning? What is the purpose?
Key Takeaways:
Newcomb Reading
Pre-assessment is important because a teacher needs to know what level to start the unit on. Assessing students during or after the lesson is key as well because it helps to keep the teacher in check with how/what they're teaching. Additionally, students even value assessments as it gives them satisfaction or motivation to do better!- I would actually like to do a lot of pre-assessment in the classroom. I asked Mr. Haussener the question of "Where do I start with my units?" I have to start at the very basic levels and build up from there (scaffolding!). The thing that scares me is that I know there will be students of varying degrees of knowledge.
One thing that caught my eye was that it's suggested to not make true/false questions in a pattern (2 false, 1 true, 2 false, 1 true, etc.). Even though that is suggested, I still see a lot of teachers doing that.
- I feel like if I think about it too much then my questions would end up being in a pattern.
There was a lot of talk about using rubrics in the Newcomb reading. The example rubric was even a guide to grading students on a Problem Solving Approach lesson!
- I got to experience using rubrics firsthand at the Big E last month. It was a lot easier because I knew how to grade them and the students knew what they were being graded on. Although, I did find it kind of hard to keep my grading consistent throughout all of the Vet Science teams I was watching.
Stoughton Reading
There are 2 types of rubrics (task specific and generic). After that there are 2 sub-types: analytic and holistic.
- I never knew this before. The analytic is specifics to the task and holistic is yes or no questions. I always thought a rubric was just a rubric but now I know better!
Jung Reading
Grading Exceptional Learners is something to seriously think about. How do you assign a fair grade to them? You don't want to punish them for something that may be a barrier and you don't want to give them a good grade when they don't deserve it so what do you do? This reading gave 5 steps towards successful grading.
1. Ask whether the standard is an appropriate expectation without adaptations.
2. If the standard is not appropriate, determine what type of adaptation the standard needs.
3. If the standard needs modification, determine the appropriate standard.
4. Base grades on the modified standard, not the grade-level standard.
5. Communicate the meaning of the grade.
- Basically, this article was just giving clarity and dispelling any myths about grading exceptional learners. I never really thought about it differently until I read this article!
Warner Reading
Concept and flow maps can be a good way of evaluating students when it comes to lab settings. The student can write everything they know down and connect it all. This way may be easier for students to put their thoughts onto paper, especially if they are physically doing a task.
- When using concept maps, etc. to assess student learning, I would be worried about how to evaluate the maps. Each one is going to be different for each student.
References:
Newcomb, L.H., McCracken, J.D., Warmbrod, J.R., & Whittington, M.S. (1993). Methods of teaching agriculture. Upper Saddle River, New Jersey: Pearson Prentice Hall. Note: Chapter 14 Evaluation of Learning (38 pages)Cornell University Center for Teaching Excellence. (2015). Assessing student learning. Retrieved from http://www.cte.cornell.edu/teaching-ideas/assessing-student-learning/index.html
Stoughton, A.L. & Myers, B.E. (2008) Creating and working with rubrics. Retrieved from https://edis.ifas.ufl.edu/pdffiles/WC/WC06900.pdf
Jung, L.A. & Guskey, T.R. (2010). Grading exceptional learners. Educational Leadership, 67(5). Retrieved from http://www.ascd.org/publications/educationalleadership/feb10/vol67/num05/Grading-ExceptionalLearners.aspx
Warner, W.J. & Myers, B.E. (2010). Evaluating learning in laboratory settings. Retrieved from https://edis.ifas.ufl.edu/pdffiles/WC/WC06000.pdf
Sara, there are SO many ways to assess students, and you do a very nice job capturing some of the techniques covered in this week's readings. Rubrics are an especially useful way to assess students in ag due to the emphasis of projects and hands on learning. On the flip side the ag classroom is also a place where you will find many of the exceptional learners like those that Jung describes. Once you get to know your students, you will find the perfect balance and blend of assessment tools that work best for both them and you!
ReplyDeleteHi Sara, Nice job summarizing the various types of assessment! You mentioned in your last paragraph that you were not sure how to grade a concept map. You can use a rubric for this. While everyone's map may be different, the key information should be there. For example - For Full credit the student lists all 4 of the systems covered in class and has at least 3 items for each system. Hope this is helpful.
ReplyDeleteThank you! Of course it is helpful!
DeleteSara, loved the meme on pre-assessment. While they can be a pain, they are a very important benchmark measure to see improvement or increase in knowledge/skills. Without knowing where students levels of knowledge/skills are, it's very tough to see if you caused an increase or not. I look forward to seeing how creative you can be with the pre-assessments you create.
ReplyDeleteSara, I really enjoyed reading your blog. It was very easy to follow since you organized your key points by article!
ReplyDeleteSara, I was surprised myself how detailed a rubric needs to be. On my graded daily assignments, I've been attaching rubrics to my lesson plans to help me assess whether or not each student has grasped the concepts of the day, and to what extent. How will you change your units/lessons if students do not display adequate understanding of the material you intend to start with?
ReplyDelete