Alternate Ways of Evaluating Students for Learning

Alternate Ways of Evaluating Students

Presented by Rabbi Jeffrey Holman, Principal of General Studies, Yeshiva Ohr Boruch, Veitzener Cheder                                                                                                                    Wednesday, November 13, 7:00 – 8:30 PM

Handouts:

Alternative Assessments Flyer

Alternative Assessments Handout

Alternative Assessments PowerPoint

Additional Information

Learning is a process, and we need to stay on target by assessing progress.  How do I know if I am achieving my goals for my students?   Is testing the only way?   Just as a “one size fits all” approach does not work with instruction, the same is true for student evaluation.  It can also be part of a more dynamic classroom.  In this workshop, teachers will be presented with a variety of alternative ways to assess student learning.

Essential Question:  What do skillful teachers believe, know and do to assess student learning in a way which will maximize student learning and growth.

Objectives:

By the end of the class, you will be able to…

1. Compare and Contrast the utility of traditional assessments with other types of student products.
2. Design backward-mapped assessments based on specific objectives
3. Express Mastery Objectives in the language of specific, demonstrable outcomes
4. Develop a broader repertoire of strategies to apply to assessments

Before talking about assessments we need to understand what the general goals of CHINUCH are:

• Master skills and know information
• Retain what they learn
• Apply learning to new situations
• Self-esteem, Self-confidence which leads to new learning
• Critical thinking, Problem solving
• Collaborative skills
• Love of learning
• Life skills
• To grow to be capable, healthy, contributing members of the community

“Education is not the filling of a pail, but the lighting of a fire.”(William Butler Yates)

We remember:

• 10% of what we read
• 20% of what we hear
• 30% of what we see
• 70% of what we discuss with others
• 80% of what we experience personally
• 90% of what we teach someone else

Teachers should start any unit with Mastery Objectives, each written as an ACTIVE VERB.

SWBAT – Students Will Be Able To:

• Explain in their own words . . .
• Make a model that displays . . .
• List the . . .
• Describe the elements of . . .
• Identify all . . .

They should avoid verbs which are UNOBSERVABLE

Understand . . ., appreciate . . ., know . . ., see . . ., learn . . 

Within any unit there should be three types of assessments

• Pre-Assessment– to assess prior knowledge and calibrate instruction, to connect prior knowledge and give context for the new information, to activate prior knowledge and activate interest.
• Formative Assessment– allows the teacher to feel confident that the students are ready for the “test”, allows the teacher to give encouragement and positive feedback, (with good record-keeping) makes the summative assessment a mere formality.  Formative Assessment is anything the teacher does during the lesson/unit to check for understanding.  Examples can include, but are not limited to: work pages, oral interaction during class, games, artwork, projects, etc.
• Summative Assessment– students should be given a clear rubric of the teacher’s expectation. Based on Formative Assessments, the teacher should be confident that the students will perform as expected. Based on Formative Assessments, modifications or enrichment may be made to the final assessment. 

Examples of Summative Assessments follow:

Learning log. . .

• Summarizes the major events in the chapter
• Identifies the central conflict and progress toward its resolution
• Includes your own reflections on how they solved the problem

Oral presentation. . .

• Clearly states your position on the topic
• Presents the arguments supporting your position
• Supports all arguments with reason and evidence
• Responds to arguments opposing your position
• Is loud enough to hear
• Is fluent in delivery
• Ends with a definite conclusion

Reading of the Gemara. . .

• Translates each phrase correctly
• Stops at each major turning point (each step)
• Explains the purpose of each step (question, answer, proof, disproof)

Skit on this chapter of Navi . . .

• Will not be more than five minutes long
• Will quote the six main p’sukim of the unit in the correct context
• Will follow the correct sequence of events
• Will include each character’s reason for how he acted

Long division test will. . .

• Show your work for each step (without a calculator)
• Show all calculation involving two digit numbers on the side
• Include marking for borrowing during subtraction
• Include the multiplication to check your work

Some Subject Specific Ideas follow:

Chumash/Navi

• Highlight specific shorashim/or prefixes/or suffixes
• Create a game
• Create your own test
• Match each pasuk to the appropriate picture
• Create a newscast, newspaper page, advertisement

Gemara

• Record your reading of the Gemara with your own explanation
• Create a flow chart
• Color-code each line based on whether it is a support or a disproof
• Punctuate the Gemara

Halacha

• Apply the Halacha to various scenarios
• Given a scenario, what questions would you ask to decide the Halacha
• List all the cases that are not covered by this Halacha

History

• Write a diary of someone living at that time and include the six most important elements . . .
• Create an Infographic explaining and depicting the relationships of . . .
• Create a newscast . . .
• Compare and contrast the pros and cons for . . .

Writing

• Rearrange the sentences to create a logical flowing paragraph
• Identify the main sentence in each paragraph

Grammar

• Find and correct the 15 mistakes in this paragraph

Next Steps:

• Practice, experiment with new strategies
• Develop a cohort or partner for peer-support and feedback
• Find sources for continued learning
  • Google - Formative Assessments, Summative Assessments
  • Amazon - search for materials with assessment strategies
  • RBT - when it becomes available through the ATT
  • The Learning Channel
  • Find out what other teachers do

In summary, educators should think about the goals for the “whole child.”  For true education, paper and pencil tests should be minimized since they address only the most rudimentary goals.  Learning is a PROCESS – Assessments keep the teacher on track throughout.  IT’S ALL ABOUT THE STUDENTS.