The Learning Spy - Reflections on my teaching & their learning
Authentic Tasks
Authentic Tasks Characteristics of Authentic Tasks Types of Authentic Tasks Authentic Task: An assignment given to students designed to assess their ability to apply standard-driven knowledge and skills to real-world challenges In other words, a task we ask students to perform is considered authentic when 1) students are asked to construct their own responses rather than select from ones presented and 2) the task replicates challenges faced in the real world. (Of course, other definitions abound.) If I were teaching you how to play golf, I would not determine whether you had met my standards by giving you a multiple-choice test. I would put you out on the golf course to "construct your own responses" in the face of real-world challenges. However, these tasks are not just assessments. Another way that authentic assessment is commonly distinguished from traditional assessment is in terms of their defining attributes. Traditional ------------------------------------------- Authentic Also, see
SOLO taxonomy
A few weeks ago I rather rashly offered to present on SOLO taxonomy to the North Somerset Aspire network. As always with this sort of foolishness it’s made me consider my understanding of the subject in a lot more depth. Before the Summer I’d never even heard of it. So, after cannibalising Tait’s Prezi, I began putting together a presentation which said what I thought needed saying. And here are the bits and bobs to go with the presentation : 'Grown up' statements on AfL to classify And the SOLO levels sheet to help prompt the AfL card sort: And the 'meta' hexagons (which are really just hexagons about SOLO and probably a bit of a disappointment) And just in case anyone’s not had enough about SOLO rammed down their throats recently, here’s a collection of posts which touch on it. Please leave any comments: always value formative feedback. Update: here’s my new SOL reflections display: Like this: Like Loading...
Alternative_Assessment
Alternative/Performance-Based Assessment(See Links Below) There are generally two kinds of data used in educational assessment or evaluation, quantitative and qualitative. A quantitative measurement uses values from an instrument based on a standardized system that intentionally limits data collection to a selected or predetermined set of possible responses. Tasks used in performance-based assessment include essays, oral presentations, open-ended problems, hands-on problems, real-world simulations and other authentic tasks. Performance-based assessment is sometimes characterized as assessing real life, with students assuming responsibility for self-evaluation. In broad terms, there are three types of performance-based assessment: performances, portfolios, and projects. Return to emTech's Home Page
DigGeog
Anxious About Tests? Tips to Ease Angst | MindShift | KQED News
As any parent or teacher knows, tests can create crippling anxiety in students–and anxious kids can perform below their true abilities. But new research in cognitive science and psychology is giving us a clearer understanding of the link between stress and performance, and allowing experts to develop specific strategies for helping kids manage their fears. These potential solutions are reasonably simple, inexpensive and, as recent studies show, effective. Some work for a broad range of students, while others target specific groups. When students feel nervous, their capacity to think clearly and solve problems accurately is reduced, says Sian Beilock, a cognitive scientist at the University of Chicago. While one might imagine writing about a looming exam would only heighten students’ anxiety, Beilock says the opposite was the case. Apprehension over tests can be especially common among minority and female students. [Related: Girls and Math: Busting the Stereotype?]
Dabbling with SOLO
I admit to having been pretty harsh on oxbow lakes in the past… They’re unfortunately still on the GCSE syllabus so require something more than a “meh” response. I’ve just spent an hour planning a lesson in which I’ll introduce them to Year 7. The class has done very little to deserve this imposition, especially as I’ll be taking the opportunity to have my first dabble with SOLO taxonomies, first introduced to me by David Didau at Clevedon Teachmeet (using a geography exemplar!) The class has completed varied work on rivers and meanders; running around the playground, flume modelling and more traditional activities. First I need to explain the rather lumpy terminology to the students. I have a simple PowerPoint with which to entertain and inform… and a worksheet stimulus:Oxbow lakes The final resource comprises an interactive version of the keywords from the worksheet above. John Biggs: David Didau:
