Have them explain what they have learned about a particular subject or how what was covered can be applied.
Writing essays, class/group projects, working in the community depending on the class. Being able to match terms and memorize does not mean one knows the subject matter.
No, I don't but you definitely have given me something to think about. Thanks.
Nicole
I would love to do the practical part but in Graphic Design the tasks are too complicated to ask them to accomplish anything substantial in a reasonable testing time slot.
HI William - Thanks for your post to the forum. You are wise to allow your students to take an active role in their learning by requiring them to first demonstrate their own capabilities before you take over demos. Best wishes for continued success in your teaching career. Susan
HI Nicole- Thanks for your post to the forum! Do you have "check-in" points on the projects you describe? By this I mean having periodic due dates so that students can gradually complete the project and get regular feedback from you. Best wishes for continued success in your teaching career. Susan
In our clothing construction classes the focus is on making three projects and creating one sample book. The sample book teaches them basic skills for individual topics, while the construction projects put all those skills together.
When in lab,I have the students show me what they have been able to do before I get involed in helping them.
In a project/portfolio oriented class, where the class focuses on creating projects with software, assessment is done with each project. I also include smaller in-class exercises that allow to evaluate them while they are completing the task. I call the "quizzes" but they are not really graded. The quizzes also allow for new learning of tools and creative problem solving.
Laboratory assignments, completed in pairs.
3 minute papers at the end of class.
Formal 2-4 page papers.
I will sometimes have students evaluate each other, whether it's grading a paer or critiquing a speech.
Hi Lisa- Thanks for your post to the forum. I liked your idea to get your students more engaged in their learning. I also love to step back sometimes and let my students steer the ship - the voyage can be really interesting!
Best wishes for continued success in your teaching career. Susan
While not specifically an alternative assessment, I occasionally get the students to "write" their own formative assessment. I created a handout where I require the students (in groups of three) to write three analytical questions about a text. When they have finished writing three questions, I ask them to write one of the questions on the board (this is to minimize doubling of questions). I have found that I get better participation because they have an active role in the direction of the discussion. The students receive a participation grade for their work, but it really helps to assess comprehension and to apply complex analytical skills.
In the world I teach, the hands-on test is much more critical, due to the subject matter, following a proceedure and solving the problem presented are the objective of the courses, so solving these correctly is the way we have to assess the student.
I give two parts to my tests one part is written and the other is practical. I want to know that they understand what I have been educating, but I also want to see that they know how to do the processes that I am educating. That is how I learned when I was in school.
I reviewed an e-folio of one student who began to apply her knowledge - well organized, professional. I thought this young woman will excell in her career.
HI Justin - do you use grading rubrics for the projects you assign? I think it's great that your students must explain how their projects relate to what they have learned in their classes. Best wishes for continued success in your teaching career. Susan
I have found some game powerpoints such as Jeopardy and Password that makes the review of topics fun, it engages all the students in one way or another. Sometimes a student asks the questions, sometimes they are the one who answers. When the appropriate terms are used and knowing the answers give credence to the instruction.
I use critiques at the end of each project and expect the students to relate what they've designed to lessons given during previous classes. If they explain their work well I know they were paying attention.
I like using oral reports and ask the students to continue telling me "why", knowing their thought process helps me to understand the thought process in use.
