Ok, I am researching new ways to assess students that do not include formal tests. I would really like to have some new tools for next year to use that don't cause the usual affective filter, and give a little variety to the classroom. Why do we assess? What does it mean to understand? How do we assess? How can teachers use assessment to encourage students in their learning process? How do we avoid the pre-test jitters and help our students to always gradually be studying?
My topic is really broad, sorry!! So anything will help.
6 comments:
During my last lesson I did at my field placement I found a way of assessing that wasn't intentional but seemed like one good way of assessing without producing an affective filter. The lesson was based around a Mexican Mythology story. The story was way above there heads as far as grammar goes but I thought they could get something out of it as long as it was structured properly. I engaged them in a pre and post-reading activity in which they had to answer questions I asked them and make questions for me. Based on the type and complexity of the questions I could really gather how much they were understanding from the story and how much they were getting from the pre and post reading activities. This assessment also guided me towards what kinds of questions I would ask next and what aspects of the story I needed to go over more. Basically, I found that question making and question answering both by the student and teacher are a good form of assessment.
How do we assess? We assess by a variety of ways, including tests, projects, worksheets, etc. But I also believe that assessment happens all the time even when the teacher isn't consciously assessing his/her students' abilities in the subject being taught. If we see our students having difficulties in an area, we spend more time in that area. We ask questions, we clarify and we enable our students to help themselves through difficult days. We also allow our students to assess themselves everyday. When we challenge their abilities they assess their knowledge and figure out how to master the subject. Assessment is a constant in the classroom, whether we or our students are aware of it.
How do we avoid the pre-test jitters and help our students to always gradually be studying? Pre-test jitters come from the feeling that the student is not prepared for a test. Solution? Prepare students for the test- start off the year by testing what you have taught, by not "tricking" students with test questions, and by making the test do-able. Teachers don't need to "dumb-down" tests in order for students to feel confident in taking them, they just need to take the time to make sure that before giving a test, their students are prepared and have had the opportunity to ask any questions or clear up any problems on the subject being tested.
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