Select one slide presentation and ask a professionally oriented question of TWO of the presenters (Yes/No questions are verboten!).If someone asks you a question, you gotta answer it.
Brant: What is your opinion on multiple choice test as a type of formative assessment? Do you think it can give me an idea if students are understanding the learning material?
Nick: You said that all assignments should be graded. Do you agree on grading guided practice? At least for my kids, they just come as DT (did together).
Eli, your first year of teaching would you use a test generator or try to create your own assessments?
Nick, one of your compelling questions was about how to recognize and reward effort and behavior effectively. Can you share any ways in which you are doing that now?
Ana: To answer your question, I do not think multiple choice tests would be a good formative assessment; it tends to be better for summative assessments like standardized tests. I believe formative assessments should be questioning or essay style to find what students are viewing as the most important concepts and ideas.
Laura: In your personal experience, have your observed toxic grading practices other than the ones listed in your presentation?
Eli: When encountering an instructor who pulled their assessments from a textbook supplied test bank, how was/wasn't the instructor's personal instruction reflected in the assessment?
Answer: Out of pride and not liking the generated tests that I have always received, for example 5328 quiz questions, I would do my very best to create my own tests or at least be very careful when considering having a test created for me; making sure that it was appropriate for the material that I covered in class, and didn't make the students uncomfortable and stressed out.
AbdulEllah, all the information I read states that curriculum mapping can be done at any age group. It's up to the individual teacher as to whether they want to try curriculum mapping.
Eli. Do test generators allow for modifications for slower learning students and do they provide suggestions?
Manuel. Does performance-based assessment prepare the student for the questions presented them on a state standerized test or are we as their teacher not doing our job?
Kim, I would have to say yes. In my opinion, I think "gimme" grades or easy grades teachers give just for turning something in or bringing a box of kleenex to class should be considered toxic. Sure it's an easy way for students to bring grades up, but I feel that it cheapens the other work they've done and it fuels their need for a reward for doing something they should do regardless. I hope that makes sense.
Answer to Kim: That depends on the actual assessment and the bank. The instructor may find good questions that reflect on exactly what he is interested in making a point on. Or he may have a hard time finding the right questions depending the bank. Overall, there is a lack of a sincere personal interjection from the instructor by merely using from the bank. I think a better connection could be established if the teacher learned his students and learned how to ask them the right questions in a better way than could possibly be generated.
Laura I think i would use performance based because there is more student involvement. A test can be given and the students never even know they were test. To that would help reduce the stress level of knowing that a test is being given.
I think criterion-referenced assessments are used more often. The TAKS is criterion-referenced and most assessments are being geared towards preparing for it.
DL yes, the subjects that are cover in the standardized test can be taught using the performance based assessment. It may take a little creative thinking to get the student involved but is doable.
Ellah - That was my question. From my research, there's the need to seperate understanding from effort. But what do you put prioritization on? I feel that both have valor, and the objective is to create understanding but how can you ignore the student that is truly giving their best? Sorry to answer your question with a question.
Answer to DL: I haven't found any information on whether test generators allow for modifications for slower learners and I don't know if they make suggestions.
Ana- No I don't. As of two weeks ago I was grading those assignments but via a comment that you made in class a few weeks ago now I only take quiz grades and test grades as well as lab grades. It really resonated with me when you said all these kids are doing is copying each others work because I see them doing it with other teachers, and I'm sure they did it with my class as well. I guess the answer is to practice together and assess independently. Again, these are the same dilemmas that I'm facing. Good questions…
Mark - The best way that I have found to recognize both effort and understanding is to give second chances on test grades. I don't mind if you didn't get it the first time, but do you get it now. This is my current grading policy. I usually give 3 test grades a six weeks, you can’t correct that test grade but at the end of the six weeks you can take a cumulative test that covers everything we learned that six weeks. That test grade can not hurt you but if it is higher than one of your previous test it will replace that lowest test grade. That way I can test on retention. I'm not sure if it's the best option but that's what I'm doing currently. Let me know if yall have suggestions.
Response to Brant - I really like the concept of a performance based assessment, because it is as the name suggests "performance based." However, I can see your point through the question. This, if not careful, can be a very subjective assessment by the teacher. One thing that I have seen, in cases such as a portfolio, teachers use a small ruberic or guide in the front of the portfolio. This usually looks like a table of contents, but gives a sequential outline of what the teacher wants in the portfolio and points for each item. If its there - points, if not - no points...
Ellah, most of the students in this class that a ruberic assessment is a positive thing. Give an example of a subject matter that a ruberic assessment would be less advantagous, explain why, and then what type of assessment would you suggest be used for that subject matter.
Manuel Prieto. When is Curriculum mapping most appropriate or most commonly used?
ReplyDeleteNick Reeder. What is an idea on how to grade behavior or participation?
Brant: What is your opinion on multiple choice test as a type of formative assessment? Do you think it can give me an idea if students are understanding the learning material?
ReplyDeleteNick: You said that all assignments should be graded. Do you agree on grading guided practice? At least for my kids, they just come as DT (did together).
Eli, your first year of teaching would you use a test generator or try to create your own assessments?
ReplyDeleteNick, one of your compelling questions was about how to recognize and reward effort and behavior effectively. Can you share any ways in which you are doing that now?
Ana: To answer your question, I do not think multiple choice tests would be a good formative assessment; it tends to be better for summative assessments like standardized tests. I believe formative assessments should be questioning or essay style to find what students are viewing as the most important concepts and ideas.
ReplyDeleteLaura: In your personal experience, have your observed toxic grading practices other than the ones listed in your presentation?
ReplyDeleteEli: When encountering an instructor who pulled their assessments from a textbook supplied test bank, how was/wasn't the instructor's personal instruction reflected in the assessment?
Bruce and Lance: How do you think Manuel's performance-based assessment could be implemented in the most unbiased way?
ReplyDeleteAnswer: Out of pride and not liking the generated tests that I have always received, for example 5328 quiz questions, I would do my very best to create my own tests or at least be very careful when considering having a test created for me; making sure that it was appropriate for the material that I covered in class, and didn't make the students uncomfortable and stressed out.
ReplyDeleteAbdulEllah, all the information I read states that curriculum mapping can be done at any age group. It's up to the individual teacher as to whether they want to try curriculum mapping.
ReplyDeleteEli. Do test generators allow for modifications for slower learning students and do they provide suggestions?
ReplyDeleteManuel. Does performance-based assessment prepare the student for the questions presented them on a state standerized test or are we as their teacher not doing our job?
Kim, I would have to say yes. In my opinion, I think "gimme" grades or easy grades teachers give just for turning something in or bringing a box of kleenex to class should be considered toxic. Sure it's an easy way for students to bring grades up, but I feel that it cheapens the other work they've done and it fuels their need for a reward for doing something they should do regardless. I hope that makes sense.
ReplyDeleteAnswer to Kim: That depends on the actual assessment and the bank. The instructor may find good questions that reflect on exactly what he is interested in making a point on. Or he may have a hard time finding the right questions depending the bank. Overall, there is a lack of a sincere personal interjection from the instructor by merely using from the bank. I think a better connection could be established if the teacher learned his students and learned how to ask them the right questions in a better way than could possibly be generated.
ReplyDeleteManuel and David, what type of assessment do you think you will utilize most in your classroom and why?
ReplyDeleteMark Holwerda on the norm-referenced & ctiterion-referenced assessments which would you say is most commonly used?
ReplyDeleteAna Garcia do you think ATI does help educator become better teachers?
@ Brant: I'm reading/lurking. We have no Lance in our class.
ReplyDeleteLaura I think i would use performance based because there is more student involvement. A test can be given and the students never even know they were test. To that would help reduce the stress level of knowing that a test is being given.
ReplyDeleteI think criterion-referenced assessments are used more often. The TAKS is criterion-referenced and most assessments are being geared towards preparing for it.
ReplyDeleteDL yes, the subjects that are cover in the standardized test can be taught using the performance based assessment. It may take a little creative thinking to get the student involved but is doable.
ReplyDeleteOoops..., too many classes this semester. No Lance... so if it is not too late...
ReplyDeleteAna: How do you think Manuel's performance-based assessment could be implemented in the most unbiased way?
Sorry for the delay, experiencing comp difficulties but your responses are coming directly.
ReplyDeleteEllah - That was my question. From my research, there's the need to seperate understanding from effort. But what do you put prioritization on? I feel that both have valor, and the objective is to create understanding but how can you ignore the student that is truly giving their best? Sorry to answer your question with a question.
ReplyDeleteAnswer to DL: I haven't found any information on whether test generators allow for modifications for slower learners and I don't know if they make suggestions.
ReplyDeleteAna- No I don't. As of two weeks ago I was grading those assignments but via a comment that you made in class a few weeks ago now I only take quiz grades and test grades as well as lab grades. It really resonated with me when you said all these kids are doing is copying each others work because I see them doing it with other teachers, and I'm sure they did it with my class as well. I guess the answer is to practice together and assess independently. Again, these are the same dilemmas that I'm facing. Good questions…
ReplyDeleteMark - The best way that I have found to recognize both effort and understanding is to give second chances on test grades. I don't mind if you didn't get it the first time, but do you get it now. This is my current grading policy. I usually give 3 test grades a six weeks, you can’t correct that test grade but at the end of the six weeks you can take a cumulative test that covers everything we learned that six weeks. That test grade can not hurt you but if it is higher than one of your previous test it will replace that lowest test grade. That way I can test on retention. I'm not sure if it's the best option but that's what I'm doing currently. Let me know if yall have suggestions.
ReplyDeleteResponse to Brant - I really like the concept of a performance based assessment, because it is as the name suggests "performance based." However, I can see your point through the question. This, if not careful, can be a very subjective assessment by the teacher. One thing that I have seen, in cases such as a portfolio, teachers use a small ruberic or guide in the front of the portfolio. This usually looks like a table of contents, but gives a sequential outline of what the teacher wants in the portfolio and points for each item. If its there - points, if not - no points...
ReplyDeleteEllah, most of the students in this class that a ruberic assessment is a positive thing. Give an example of a subject matter that a ruberic assessment would be less advantagous, explain why, and then what type of assessment would you suggest be used for that subject matter.
ReplyDelete