Are the two contested questions above really so opaque, or were the students simply thrown off by a story with which they were not already familiar, and which followed a logic of its own devising
Contents contributed and discussions participated by Michelle Ginett
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"Pineapples Don't Have Sleeves": On Assessing Absurdity | Ploughshares - 10 views
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I think Rita said this earlier but I believe that these are important questions to consider. Maybe the students were just unfamiliar with the story they were presented. As mentioned in the article, other fairy tales contain abstract ideas, but are not questioned due to their familiarity. The author makes an interesting arguement suggesting that students were simply not familiar with the story.
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A) hungry B) excited C) annoyed D) amused
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My question is . . .why these answers? Why is annoyed even a chosen answer? why not angry or bored or even to show loyalty to the hare? I understand how a student may use deductive reasoning to get close to the right answer, but who's to say one of these is "right?"
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Actually, if the implicit moral is “sometimes things are exactly what they seem.,” then “hungry” seems the best answer. Who would win in a race between a pineapple and a hare? A hare, obviously. Why do animals eat things? They are hungry, obviously.
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So, I know this isn't part of the article, but I really like what this person said and I actually agree with it. In fact, I was thinking the same idea when the author stated that annoyed was the better answer.
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I think that part of the problem with the questions was that there was no consistency or logic. Which essentially made all the answers wrong and all the answers potentially correct.
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HSScienceSSRegents.pdf (application/pdf Object) - 0 views
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UBD Introduction - 48 views
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I know what my students know, I know what they don't know, and I know what I need to do. How liberating.
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I know we just started with assessment, but I feel like this is the overall goal. I think, as teachers, we need to know what our students know and don't know and how it relates to what we (as teachers) need to do.
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To prepare his students for the departmental final exam, it will be necessary to switch into a fast-forward lecture mode.
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Often, teachers are more worried about the final tests than actually teaching the students. It gets to the point where teachers go into "fast-forward mode" just to get through the material. In reality, getting through the material does not always mean that the students learned the material.
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both cases reveal no clear intellectual goals.
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This reminds me of what we talked about in class with the rubrics. The students need to know the goals of the project and why it is important. When you give students a rubric where 30% of their grade is meeting the 5 slide requirement, what is this telling students? That the 5 slides were the goal for the experiment? As teachers, I think it is important to explicitly state the intellectual goals and what is expected of students.
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curriculum refers to the specific blueprint for learning that is derived from desired results—that is, content and performance standards
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I like that they use curriculum as a term that refers to a way to obtain desired results. Again, I think this is exactly what we talked about in class about working backwards. First, we need to think about the standards and what we want the students to learn (results) then develop the activities, lectures, etc.
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Most state standards identify or at least imply big ideas that are meant to be understood, not merely covered.
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I never really thought about state standards in a positive light before. I feel like we are taught to dislike state tests and therefore, the standards. This statement really shines a light on our goals as teachers. Like this sentence says, the standards are meant to be understood, not covered. Which makes sense because the purpose of the standards is to create a framework of understanding for our students. They were created with good intention, we are just using them improperly by just trying to "cover" the material instead of teaching for understanding.
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To understand is to make connections and bind together our knowledge into something that makes sense of things (whereas without understanding we might see only unclear, isolated, or unhelpful facts). But the word also implies doing, not just a mental act: A performance ability lies at the heart of understanding, as Bloom (1956) noted in his Taxonomy in discussing application and synthesis. To understand is to be able to wisely and effectively use—transfer—what we know, in context; to apply knowledge and skill effectively, in realistic tasks and settings. To have understood means that we show evidence of being able to transfer what we know. When we understand, we have a fluent and fluid grasp, not a rigid, formulaic grasp based only on recall and “plugging in.”
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I think that this statement is very important in teaching and in any aspect of learning.
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that student misunderstanding is a far bigger problem than we may realize, and that assessment of understanding therefore requires evidence that cannot be gained from traditional fact-focused testing alone.
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We talked aboutt his concept in Inquiry. How students may be percieved as understanding the material, but in reality have huge misconceptions that inhibit their ability to take on new information because it interferes with their prior understanding of the material. In class we talked about the idea of using formative assessment to understand student misconceptions and hopefully we will learn how other ways of handling these issues.
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a variety of instructional approaches can develop and deepen student understanding.
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I think that this is important. I read an article once that stated how new teachers often struggle with teaching understanding to students because they lack the wide variety of "tools" to help different students. I think that have a variety of instructional approaches at your fingertips allows you to better access and develop a students understanding.
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Michelle Ginett