Tip:
Highlight text to annotate it
X
Hi, welcome to the unit on assessment. Before I get too far down this track, let me give
you my definition of assessment. It is measuring the individual, the student, and how well
they make progress toward your instructional objective. And in my view, assessment and
feedback work hand in glove. What good is measuring someone if you don't let them know
how they're doing, what they might do to improve, or what they're doing right that you want
to continue to reinforce? Back here, these are called race bibs. You get them for entering
5k's 10k's - when you run. You pin it on your front and it identifies you. Looking at these
tells a story about me as a runner. What you can't see, but I can see, are my times. The
time is the feedback that I get, so I know if next time I need to run faster or need
to try harder or need to train differently. That feedback is very important to me meeting
my objective. I am going to be asking you to consider each of your individual objectives
from last week and giving me a couple ideas of how you might measure or how you might
assess the student achievement this week. And, in reviewing them, I am not only going
to make sure that your idea matches up to your objective - does it make sense to use
a quiz if what you are measuring is - um - their ability to make scrambled eggs - so, I will
look at the alignment between the objective in your idea. I am also going to be looking
for a variety of ideas, so that you are not quizzing exclusively in your course but that
you are building in alternatives. If you are a classroom teacher, you probably already
have quite a toolbox of assessment. You might have papers and projects, discussion, participation,
and so I will be looking for the same kinds of ideas in the online world. And we will
figure out what progress your students are making toward your instructional objectives.