Teamwork skills. Brainstorming is an important part of solving many problems, but the school does not teach this either. Remember how often a discussion of an issue turns into an argument with a personal transition? But a person with design thinking knows how to calmly accept criticism and points of view that are seriously different from his own. The skills that can be developed through design thinking will be in great demand in the world of the future. Therefore, in the online Olympiad Skyeng Super Cup 2018, all tasks for grades 5-8 are organized in the format of design thinking. They allow you not only to test your knowledge of English, but also to learn how to create something that is useful for people, to understand others and their needs, to look for creative solutions to the most trivial tasks and, ultimately, to change the world for the better.
The question is far from idle. How do we check whether a student understands or does not understand educational material? How much did I understand?
Rely on your intuition or on the student’s answer that he figured everything out? How can we really check how well we worked for a certain period of study time?
We can prescribe in detail the forms and methods of measuring students’ understanding of the educational material. However, we should not forget about the second component: the ways students demonstrate their knowledge.
Especially in our time, when we focus on the development of independent cognitive activity of students, we often use the project methodology. The outcome of the assessment largely depends on the way students choose to demonstrate their understanding of the problem raised and studied.
When we give students the freedom to choose ways to achieve and demonstrate results, we risk a lot. For example, the forms of presentation of their projects will significantly affect the result. In other words, students will study the same teaching material in different ways.
Moreover, there is a high probability that many students will fail in the course of independent work on educational material. There are three possible scenarios for such failures:
The student learned a lot on a given topic, but not at all what you wanted. The student studied exactly what you wanted, learned the material well, but could not demonstrate it properly. The student could not cope with the educational task at all.
We are faced with a problem, how and what to check?
There is a threat to mislead oneself and students.
We would be too wasteful if, after putting together hero essay example a bunch of tests, we test something that is not ultimately necessary.
Bad tests and bad data will mislead us, and any conclusions drawn from them, accordingly, will be invalid.
It is not for nothing that many teachers are very skeptical about testing. It seemed that the measurement of knowledge and mastery of competencies was not as subjective as, for example, the definition of “the degree of personality development”. However, it often happens that we are not measuring understanding, but student performance. How faithfully he completed the tasks presented to him for verification.
First, we need to decide what is to be measured: the level of the student’s condition or progress?
Do you want your assessment test to be flexible, take into account the level of ability of the students, or clearly and rigidly state their “bar”?
Do you want students to be able to periodically revisit their grade and adjust it based on how far they have progressed on a particular topic?
Or is it enough for you to fix the result once?
What does the teacher evaluate: his own activity or the activity of a student?
If you do not fully understand why you are evaluating and what you are going to do with the received data, then your and your students’ time and efforts are wasted. Our students are already tired of the abundance of tests, tests that sometimes interfere with effective learning.
Forms for assessing the results achieved can be considered as a basis for verification. Let’s list some of them.
1. Estimates based on standards
Standard-based grades are grades used to compare students with each other. Although we often avoid this form, we have to use it in creative contests, intellectual competitions.
2. Assessment based on criteria
These are any grades containing elements that are the same for all students. The clear advantage is that the standards ensure that all student responses are checked in the same way and that there is a common yardstick by which all students can be measured.
4. Evaluations based on standards
These are forms of comprehension testing that are based on the content standard, but we are trying to get more detailed answers from students.
5. Personalized grades
Taking into account the characteristics of students, we can direct the assessment to individual students, determine the degree of their immersion in the studied educational material.
6. Preliminary estimates
Pre-assessment is any kind of assessment, analysis or measurement of understanding that occurs before the start of the learning process.
The purpose of pre-assessment can be different:
assistance in educational and thematic planning, planning adjustments, creating individual learning routes for individual students, obtaining information for developing further teaching strategies and planning future assessment.
7. Formative assessment
As a rule, it occurs during training. It’s not that easy though. Ideally, we consider this to be the best way to obtain operational data on a regular basis, usually in the same form. Feedback-based tests and quizzes are typical examples of formative assessment.
It can also be seen as a “diagnostic assessment” and should ideally be the most common form of assessment in high school, as the purpose of formative assessment is to measure students’ intermediate understanding of the learning material in order to correct future learning.
8. Final assessment
A cumulative grade is any grade where training has already been completed. At the end of the school year or final exams, it looks like a “sentence.” Although it is not a fact that the process of cognition by the student, and therefore his understanding in the tested subject, will not continue due to various life circumstances.
9. Time estimate
This is any estimate that is tied to a deadline. Although, depending on the nature, purpose and scale of the assessment, it can be stretched from several minutes to several years.
Temporary assessments can also be combined with other forms: a project or an essay, for example. The idea is to limit the time over which the volume and quality of understanding and student performance is checked.
10. An open assessment
In contrast to standards-based assessment and, in fact, standardized assessment, open-ended assessment is usually designed to ensure that students demonstrate their knowledge and competencies in a detailed way, when students’ autonomy, creativity and self-learning ability play a large role in their work. For example, it can be working on a research curriculum project or blended learning where the student is also given a lot of leeway.
Because of the nature of this approach, the mindset of the student is critical. Without confidence and a clear understanding of how and what they should learn (explore) and how to demonstrate the new knowledge gained, students may feel uncomfortable.
Even worse, they can misinform us in future planning. For example, we see “failure” in the end result, either in the presentation of the project, or in the seminar we organized, as the final stage of blended learning. But this does not mean that in the course of independent work, the student’s understanding of the educational material has not changed, has not improved.
11. Assessment based on didactic games
This assessment is often based on technology. We use ready-made didactic games or create ourselves. As a rule, they have strict regulations. We test learning performance against a given set of rules that define what students know and can do.
12. Control score
These assessments check student progress at regular intervals. Thanks to the results obtained, we can predict student progress in the final grade.
13. Group assessment
This can be an assessment of both the entire group and each participant individually, if different roles and responsibilities were assigned to the group.