Assessment
One fact I have learned over the years I have been teaching is that tests should not be the only way to judge whether a student has learned the course material. I teach mathematics at the developmental level. The vast majority of my students have "math anxiety". They feel and/or have been told they can not do the work. Given a test, it becomes self-fulfilling. They have been told they can't do it so they show they can't do it. Instructors need to look beyond tests. We need to have students show their competency in any method that is usable for that student. Have others found this true in other subject areas?
Yes, many culinary students are visual learners and have difficulty with taking tests. I have found that many students can bake the product, but when asked to explain it on paper, they cannot.
I teach in a program where a large part of the students grade is based on major projects in addition to written tests. A student
can be great at studying terminology or writing a report, but has difficulty with the practical applications of drafting or construction. I also have to factor in the difficulty level of the project. Every project has to meet certain criteria, of course. Since it is a creative program I receive a wide range of project ideas. I strive to balance the difficulty level of the project with the students interests. The more difficult the project, the more the student can learn (hence more mistakes can be made). How do other teachers in creative programs handle this issue?
Hi Renee- Your post hits home with me in a big way! Every quarter I have students who are terrified by math. You mention demonstrating compentencies in alternative methods. Would you be willing to share what you use? Thanks for your post! Susan
