LESSON 2.3 ASSESSMENTS
How do we know if students are meeting the learning goals? Up to this point we’ve focused on what the teacher, or facilitator, has to do to develop a lesson: generating goals and planning instructional strategies to meet those goals. Assessment is an integral part of learning because it can be used as a teaching tool. It provides opportunities for students to reflect on their work and it allows you to correct student misconceptions before they fail. As teacher we’ve used assessment before such as formative and summative, but how does the rigor/relevance framework change them?
Read the following article on assessments.
ACTIVITY 1: For this activity, identify which quadrant the assessment belongs to (A, B, C, or D). What thinking skills are involved in performing the assessment? Is it asking for higher order thinking skills (HOTS) or lower order thinking skills (LOTS)?
ACTIVITY 2 For our last lesson we are going to look at assessments. Assessment are a key component of developing curriculum. They can be used to determine what students know during and after instruction. The prime trait of a rigorous assessment is to make it performance based.
Continuing with the objective created in lesson 1, it is now time to create an assessment. One assessment for the entire goal may not be enough to accurately determine the level of transfer my students have attained. From our reading Pellegrino states “it is essential to recognize that one type of assessment does not fit all purposes or contexts of use. In general, the more purposes a single assessment aims to serve, the more each purpose will be compromised and the overall product will represent a sub-optimal design for each intended use (4).” Keeping this in mind when devising an actual lesson is important to scaffolding the learning process. For the purposes of this lesson I will only be focusing on one potential assessment for my objective even though there may be more. Objective -Students predict the possible pollutants produced by a company and recommend possible alternative solutions. What cognitive skills are being assessed?
Predict (Adaptation, D) - What do my students need to do for me to assess that they have successfully ‘predicted’ the possible pollutants and ‘recommended’ alternatives. Their ability to predict and recommend relies on evidence most likely done through assigned research. Through research they learn to compare, judge, discriminate, explain, and support claims. Smaller formative assessments are necessary to lead up to the final assessment of this goal. A summative assessment might be a paper report explaining their stance and evidence to support it. By writing they have to use the language of analysis, scaffold their ideas so the reader can understand, and plan creatively for possible solutions that may not exist yet. Does my assessment accurately reflect the objective?
Previous Lesson: Lesson 2.2: Instructional Strategies
Next Lesson: Unit 3: An Iterative Process