4. Creating Assessments: |
Challenge, challenge and challenge. Students will rise to the challenge when it is presented to them, when we deny students the challenge we are continue to buy into a fixed mindset society. Goodwill and Hubble suggest three things on creating challenging assessments.
1. Assess deeper concepts and critical thinking. Create tests that are not just multiple choice or tests that only assess students retainment of knowledge. Create tests that access deeper knowledge, tests that will allow students to compare, analyze, and evaluate.
2. Use-open ended response questions to assess critical thinking. Create tests where students are not just good test takers, but one where they will have to use and apply deeper levels of comprehension.
3. Use multiple-choice questions appropriately. Know when to use multiple-choice questions, if you are assessing towards the end of a unit you can use multiple choices questions sparingly. It is great to see what students know on a basic level and what they can do, but you also want to see how much knowledge students know and if and how they apply that knowledge to the assessments.
Here are some excellent resources on creating challenging assessments:
1. http://www.edutopia.org/testing-authentic-assessment-reform
2. http://map.mathshell.org/materials/background.php?subpage=formative
3. https://challengebychoice.wordpress.com/examples-of-tiered-math-assessments/
References:
Goodwin, R. & Hubbell, E. R. (2013). The 12 touchstones of good teaching: A checklist for staying focused every day.
Alexandria, VA: ASCD.
Challenge by Choice. retrieved form. https://challengebychoice.wordpress.com/examples-of-tiered-math-assessments/
Mathematics Assessment Project. Retrieved from. http://map.mathshell.org/materials/background.php?subpage=formative
Rubenstien, Grace. The Challenge of Authentic Assessments. (2008). retrieved from:
http://www.edutopia.org/testing-authentic-assessment-reform
1. Assess deeper concepts and critical thinking. Create tests that are not just multiple choice or tests that only assess students retainment of knowledge. Create tests that access deeper knowledge, tests that will allow students to compare, analyze, and evaluate.
2. Use-open ended response questions to assess critical thinking. Create tests where students are not just good test takers, but one where they will have to use and apply deeper levels of comprehension.
3. Use multiple-choice questions appropriately. Know when to use multiple-choice questions, if you are assessing towards the end of a unit you can use multiple choices questions sparingly. It is great to see what students know on a basic level and what they can do, but you also want to see how much knowledge students know and if and how they apply that knowledge to the assessments.
Here are some excellent resources on creating challenging assessments:
1. http://www.edutopia.org/testing-authentic-assessment-reform
2. http://map.mathshell.org/materials/background.php?subpage=formative
3. https://challengebychoice.wordpress.com/examples-of-tiered-math-assessments/
References:
Goodwin, R. & Hubbell, E. R. (2013). The 12 touchstones of good teaching: A checklist for staying focused every day.
Alexandria, VA: ASCD.
Challenge by Choice. retrieved form. https://challengebychoice.wordpress.com/examples-of-tiered-math-assessments/
Mathematics Assessment Project. Retrieved from. http://map.mathshell.org/materials/background.php?subpage=formative
Rubenstien, Grace. The Challenge of Authentic Assessments. (2008). retrieved from:
http://www.edutopia.org/testing-authentic-assessment-reform