Knowledge Based Assessment Practice
Unit 4 has been filled with a lot of different types of assessment to implement in a classroom. The knowledge-based activity in Activity 1 for this unit was so helpful. I came away with so many different types of technology assessments from my peers. And I thank all of you. I can hardly wait to develop some of them over the summer. It would be great to implement them into my classes, especially my trig class, that is so stagnate. The playful simulations in Activity 2 were really informative. After reading the articles I wondered how I could use video simulation in my classes. Then when I watched SimSchool and ClassCraft I got some ideas for my classes.
Seeing is believing or is believing seeing?
I thought the article "Elaborated Feedback" wasn't as useful as seeing how to implement simulations. I liked the comment from the authors, "It is unlikely that there is one ideal situation that has a positive influence on learning outcomes of all students in all subjects." (pg 481) This is so true. As educators we need to use many different types of assessments to help all of our students learn to the best of their ability. I think, in this unit, I have found many different methods I might be able to use. At first this seemed most of what we were learning dealt with K -12, but I have also found ways that I would be able to use them in my higher education classes. What I found interesting was the fact that students are using technology to play games and the teachers are actually assessing them while they are playing. I don't think that most students know they are being assessed when they are 'playing games.' I often wonder if my students understand what I am doing when we 'play games' in class.
I really enjoy the videos that show actually classes and get the feedback from the students. I wish I could see more on how it works in a typical classroom.
I was confused with the mid-term appear that had to be written. I knew it had to be handed in before spring break. I thought we needed to also write a review two classmates before that date. I got nervous because I wasn't going to have Internet. Was I relieved when I found out we will be doing peer review next.
Seeing is believing or is believing seeing?
I thought the article "Elaborated Feedback" wasn't as useful as seeing how to implement simulations. I liked the comment from the authors, "It is unlikely that there is one ideal situation that has a positive influence on learning outcomes of all students in all subjects." (pg 481) This is so true. As educators we need to use many different types of assessments to help all of our students learn to the best of their ability. I think, in this unit, I have found many different methods I might be able to use. At first this seemed most of what we were learning dealt with K -12, but I have also found ways that I would be able to use them in my higher education classes. What I found interesting was the fact that students are using technology to play games and the teachers are actually assessing them while they are playing. I don't think that most students know they are being assessed when they are 'playing games.' I often wonder if my students understand what I am doing when we 'play games' in class.
I really enjoy the videos that show actually classes and get the feedback from the students. I wish I could see more on how it works in a typical classroom.
I was confused with the mid-term appear that had to be written. I knew it had to be handed in before spring break. I thought we needed to also write a review two classmates before that date. I got nervous because I wasn't going to have Internet. Was I relieved when I found out we will be doing peer review next.
Hi Tami,
ReplyDeleteYour article quote from the authors is powerful and I benefited from you bringing it up here because it really is crucial to understand. I had not really thought about it until I read your post but I can easily see myself getting caught up in creating new activities with new technologies and being so focused on the creation and use of it all, lose focus of the assessment processes not only for the group but for each individual student. I, too, was drawn to the simulation ideas and I was able to incorporate a simulation activity this semester into my social problems course teaching about environment impact. Students used the simulation to determine their individual levels of consumption in numerous areas of life and then were given a report on their consumption and "how many earths" we would need if everyone consumed at that level. The activity ended with ways for each individual to reduce consumption, based on their individual use. It was an excellent experience which I plan to use in the future and it was very easy to incorporate as the simulation was already created and free for all online.
I wondered the same thing about the peer reviews for our midterm so thanks for this info! :)
Tami, if you're teaching any online classes, how about designing and/or gamifying your class using Classcraft or any other badge systems in the sense of a quest-based learning? You could create many mini activities (e.g., quiz, watching a video, creating a post, etc.) and name them as a certain quest. Once student complete the quest (i.e.., activity), they can earn points (game points). Their final grades will be made based on their points. Actually, I am planning on designing one of my courses next semester as such quest-based learning.
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