Student Assessment

Are tests the only objective assessment of student learning?

This is the questions that has been posed to me this week. My answer? Tests are one of the LEAST objective ways to assess student learning. I believe this to be true for many reasons. First, knowing how to do something and knowing about something may not mean that you have every little detail about that subject memorized. For example, in college I took math all the way up through calculus. Since that course, I have been teaching basic math (sixth grade) and have not taken any other math courses since. Does this mean that given a test in calculus I would pass since I learned it? Probably not, because I have not used this information recently. My students, even though in a shorter amount of time, showcase this exact situation. We learn about fractions for several weeks in the fall. However, they are tested on it in April. Many who can do fractions if they have a refresher do not do well on the test because they haven't had as much time to practice using them while studying all the topics that are covered in a year's worth of math. However, by eighth grade many more students pass because they have now been practicing using fractions for about four years.

In education, teachers and researchers go on and on about different learning styles, different personalities, IEPs, etc. If we truly believe that all humans learn differently, then why would they all be able to show their knowledge in the exact same way? One students might be able to talk about what he has learned in a presentation, but forget which things to mark on a test. Another student might be terrified to speak in front of his peers, but study for a test at home and pass with flying colors.

Tests are not the only way to assess student learning. Teachers should include many forms, including informal daily assessments and other scheduled formal assessments.

Running Tab

I have found so many website and ideas to use over the course of the last few months, that I wanted to keep a running tab of locations and ideas.

Search the web for data to be used for graphing.
http://www.e-learningforkids.org/
http://nlvm.usu.edu/en/nav/topic_t_5.html (create graphs)
http://nces.ed.gov/nceskids/createagraph (create graphs)
Geometer's Sketchpad
Microsoft Excel
Microsoft Word
http://www.digitalcitizenship.net (rules and guidelines to using technology)
www.brainpop.com
Blogs
MangaHigh
Microsoft PowerPoint
YouTube
Digital Cameras
Virtual Field Trips
Social Networking/Twitter
Podcasts
www.phatmath.com
ePals
Safari Montage
TPS Cybrary
Senteo clickers
Elmos
Genius slim tablets
Safari live
Aver keys
DVDs

A Technology-Infused Classroom

What would a technology-infused classroom look like? How do I plan to have a technology-infused classroom?

Before technology can even be addressed, a teacher must have an idea of the objectives to be taught and how to infuse HOTS (higher order thinking skills) into the lessons. Without these two items, technology in a classroom will have no relevance or impact.

So, with objectives and goals in mind, what does a 21st century classroom look like? To begin with, there are computers available for the students to access any information they might need in order to research, create, or practice the objectives. A SMART Board is available for whole-class instruction, along with videos and presentations - made by either the students or the teacher. Students should also have access to audio and video recording devices to enhance presentations and learning. For my math classroom, hand-held electronic math games and activities would be beneficial for exciting practice of the basic skills that all mathematicians will need. A printer would be available for students to create visuals for the classroom and projects.

My current classroom is filled with all of the above stated technology. However, I have not been prepared to use the technology to its fullest advantage over the last 5 years because I had little training on how to integrate it into a math classroom. Since January, when I began my Master's course, I have already used more technology in my classroom than I did the last four and a half years combined! Why? Because I have now done the research required for ideas on how and why to use technology. I have the summer off now to come up with more ideas and lessons so that the 2010-2011 school year will look completely different in my classroom! Students will engage in PowerPoint lessons, research projects, digital creations, and best of all, they will be thinking and creating ideas for themselves!