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New Reasons to Dislike Multiple-Choice Testing

New Reasons to Dislike Multiple-Choice Testing
The multiple-choice problem is becoming a bit of an issue. While it has been derided by educators for decades as incapable of truly measuring understanding, and while performance on such exams can be noticeably improved simply by learning a few tricks, the multiple choice question may have a larger, less obvious flaw that disrupts the tone of learning itself. This is a tone that is becoming increasingly important in the 21st century as access to information increases, as the updating of information happens more naturally, and as blended and mobile learning environments become more common. Tone Learning depends on a rather eccentric mix of procedural and declarative knowledge -- on the process as much as the end product. The process of mastering mathematics, for example, is served as much by a consistent process of practice as it is the practice itself. This all emphasizes the value of uncertainty in learning. Uncertainty There is nothing wrong with being uncertain. Beyond Either/Or Related:  Critical ThinkingFOOD FOR THOUGHT

Irene Fountas and Gay Su Pinnell Reflect on Guided Reading Irene Fountas and Gay Su Pinnell Reflect on Guided Reading In this article in The Reading Teacher, balanced-literacy gurus Irene Fountas and Gay Su Pinnell celebrate the extraordinary spread of guided reading – and offer suggestions on how it can be optimally effective. Here are some of the key elements of guided reading that educators around the world have embraced: And here are the basic elements of the canonical guided reading lesson: Guided reading is “only one component of a comprehensive, high-quality literacy effort,” say Fountas and Pinnell. Whole-class interactive read-alouds (not leveled books);Small-group and whole-class literature discussion (not leveled books);Readers’ workshop with whole-group mini-lessons (not leveled books);Independent reading and individual conferences (self-selected, not leveled texts);The use of mentor texts for writing workshop. How well does this total package do? Try that again and think what would make sense.

How to Destroy Education While Making a Trillion Dollars The Vietnam War produced more than its share of iconic idiocies. Perhaps the most revelatory was the psychotic assertion of an army major explaining the U.S. bombing of the provincial hamlet of Ben Tre: “We had to destroy the village in order to save it.” If only such self-extinguishing claims for intelligence were confined to military war. The U.S is ratcheting up a societal-level war on public education. Here’s a three-step recipe for how to destroy education. First, lower the costs so you can jack up the profits. Second, make the curriculum as narrow, rote, and regimented as you can. Finally, rinse and repeat five thousand times. This is the essential charter school model and the money is all the rationale its promoters need. But to really make a killing, you need not just revenues, but profits. That is what real teachers do. If America wants better education, it needs to fix the greatest force undermining education, which is poverty. So watch out.

DH |Towards a Rationale of Audio-Text Bauman 1975 Bauman, R. "Verbal Art as Performance." In American Anthropologist, New Series, 77, no. 2 (June 1975): 290-311. Bernstein 2011 Bernstein, C. Attack of the Difficult Poems: Essays and Inventions. University Of Chicago Press, 2011. Briet 2006 Briet, S. Bryant 2002 Bryant, J. Bryant 2011 Bryant, J. Buckland 1997 Buckland, M. Buzzetti and McGann 2006 Buzzetti, D. and McGann, J. Chaudhri 2009 Chaudhri, Talat. Clement Clement, T. Clement 2011 Clement, T. Clement 2014 Clement, T. Clement et al. 2014 Clement, T., Tcheng, D. Council on Library and Information Resources and The Library of Congress 2012 Council on Library and Information Resources and The Library of Congress. DeRose et al. 1990 DeRose, S. Drucker 2002 Drucker, J. Drucker and Rockwell 2003 "Introduction; Reflections on the Ivanhoe Game." Enrst 2012 Ernst, W. Enstrom 1993 Enstrom, D. Feinberg 2010 Feinberg, M. Floyd and Renear 2007 Floyd, I. and Renear, A. Frohmann 2004 Frohmann, B. Goldfarb 1981 Goldfarb, C..

Homework or Not? That is the (Research) Question. Woe unto the administrator who ventures forth into the homework wars. Scale it back, and parents will be at your door complaining about a lack of academic rigor. Dial it up, and you’ll get an earful from other parents about interference with after-school activities and family time. If you’re looking to bolster your particular position with research results, you’re in luck, because there are studies that back the more-is-better approach and others that support the less-is-better tack. “Homework has been a hot topic for a number of years now because it affects so many people,” says Robert H. In Favor of Homework A 2004 national survey conducted by the University of Michigan found that the amount of time spent on homework had risen 51 percent since 1981. However, says Cooper, there was one group in the study for which homework was not correlated with achievement: elementary school students. The Case for Less Other research has yielded other interpretations about the usefulness of homework.

Reflection and revision opportunities: Check! PBL Guidance states that learners should be allowed two formative assessments for each summative assessment. The final product for The Octopus's Garden Project is a presentation to the Principal of the school with design ideas for a 21st century classroom that will enhance teaching and learning in the school (post on this coming soon). Learners will also have to recount their learning in a report following the presentation. To prepare for these assessments, we worked on:- - note-taking skills - writing instructions - persuasive language - organisation - effective slide-making - recount writing - report writingCheck Points: Presentations Formative 1: team presentations on areas of expertise Formative 2: draft final presentation to soundboard Summative: final presentation to SLT Every team completed a peer assessment form (on a Google Form) created from the co-constructed presentation rubric when watching the films.

Fantastic and far-out formative assesment ideas | When Suzie Boss skyped in to chat with us for #plsm13 last month, I just knew that she would share with us some stunning but practical ideas for project-learning. If you’ve read Lee’s overview of the event, you’ll know that she didn’t disappoint. Two things that really stuck with me from her time with us, was the idea of ‘sticky learning’ (this is the learning that stays with students, that they can easily bring to mind, the real stuff, the deep learning) and also the challenge to be as creative with formative assessment strategies as we can. As you can tell from the title of this blog post, it’s the latter idea that I want to focus on. I was hoping you might be able to help me complete the challenge. - edmodo quiz - learning journals (goals/medals/missions protocol) - 30 second wrap-up (randomly select a student to give a summary of group’s goals and achievements for that lesson) - KWL table I am literally so brain dead at the moment that I can’t think of anything else that I use.

The real problem with multiple-choice tests Q) What is one responsibility that modern Presidents have NOT described in the Constitution? (From the 2010 NAEP exam) a) Commanding the armed forces b) Proposing an annual budget to Congress c) Appointing Supreme Court justices d) Granting pardons One of the biggest complaints about standardized tests is that the multiple-choice questions don’t measure deep thinking skills. Heick is an educator, husband, and father of three who is interested in improved social capacity through the design of progressive learning forms. (The answer to the question above is B, from the National Assessment of Educational Progress, 2010.) By Terry Heick The multiple-choice problem is becoming a bit of an issue. While it has been derided by educators for decades as incapable of truly measuring understanding, and while performance on such exams can be noticeably improved simply by learning a few tricks, the multiple choice question may have a larger, less obvious flaw that disrupts the tone of learning itself.

Wikipedia |Critical thinking The analysis of facts to form a judgment History[edit] The earliest documentation of critical thinking are the teachings of Socrates recorded by Plato. He established the importance of seeking evidence, closely examining reasoning and assumptions, analyzing basic concepts, and tracing out implications not only of what is said but of what is done as well. Socrates set the agenda for the tradition of critical thinking, namely, to reflectively question common beliefs and explanations, carefully distinguishing beliefs that are reasonable and logical from those that—however appealing to our native egocentrism, however much they serve our vested interests, however comfortable or comforting they may be—lack adequate evidence or rational foundation to warrant belief. Critical thinking was described by Richard W. Etymology[edit] Definitions[edit] Traditionally, critical thinking has been variously defined as follows: Logic and rationality[edit] Deduction, abduction and induction[edit] Deduction[edit]

Why Confusion Can Be a Good Thing Teaching Strategies Getty We all know that confusion doesn’t feel good. Because it seems like an obstacle to learning, we try to arrange educational experiences and training sessions so that learners will encounter as little confusion as possible. But as is so often the case when it comes to learning, our intuitions here are exactly wrong. How can this be? We short-circuit this process of subconscious learning, however, when we rush in too soon with an answer. Here, three ways that researchers have deliberately induced confusion, and how you can adapt them to your own learning: 1. 2. problems in this way don’t come up with the right answer—but they do generate a lot of ideas about the nature of the problems and about what potential solutions would look like, leading them to perform better on such problems in the future. 3. Related

AfL: Golden Rules Assessment for Learning: My Golden Rules Evaluation and assessment are not the same. My husband worked with a colleague who 'assessed' final exam art-work based on the standard of the class. He was gobsmacked when, during his first 'standardisation' meeting for IGCSE art, she laid out all the pieces across the room. She had decided, subjectively and without consultation of the criteria, that 'Sue' had produced the 'best' work, therefore she got an 'A', whilst 'Peter' was the 'worst', so he got the 'U' grade. She then divided up the grades equally among the remaining learners ranged between 'Sue' and 'Peter'. Since then, I have continued to think carefully about the purpose of assessment and how we assess with particular focus on Assessment for Learning (AfL). Comment OR grade. The advice of my Principal is to choose one or the other - feedback or grade - but not both. The feedback is part of the journey, the grade is the destination. Summative before formative. Assessment is a dialogue.

The Best Videos Showing The Importance Of Asking Good Questions — Help Me Find More I’ve previously posted The Best Posts & Articles About Asking Good Questions and now I’m starting to compile videos of movie or TV scenes that demonstrat the importance of asking good questions. I’m hoping that readers will point me in the direction of others and I’ll add them. I’m starting off with just a few courtroom examination scenes, but I’d like to get a variety of situations. I’m sometimes using TubeChop to show the most useful segments from longer clips, and I don’t think they will show up in an RSS Readers. So, subscribers will have to click through to seem them. Here are my choices for The Best Videos Showing The Importance Of Asking Good Questions: Here’s one from “My Cousin Vinny” — Unfortunately, I can’t seem to embed it here, but here’s the direct link to the video clip. Here’s a clip from “Legally Blonde”: I’m adding these clips of reporters interviewing public figures to this list. Mike Wallace from CBS News: The Frost Nixon Watergate full interview part 1: From “Invictus”:

A warning to college profs from a high school teacher For more than a decade now we have heard that the high-stakes testing obsession in K-12 education that began with the enactment of No Child Left Behind 11 years ago has resulted in high school graduates who don’t think as analytically or as broadly as they should because so much emphasis has been placed on passing standardized tests. Here, an award-winning high school teacher who just retired, Kenneth Bernstein, warns college professors what they are up against. Bernstein, who lives near Washington, D.C. serves as a peer reviewer for educational journals and publishers, and he is nationally known as the blogger “teacherken.” His e-mail address is kber@earthlink.net. This appeared in Academe, the journal of the American Association of University Professors. By Kenneth Bernstein You are a college professor. I have just retired as a high school teacher. I have some bad news for you. Troubling Assessments I mentioned that at least half my students were in AP classes. A Teacher’s Plea

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