Effectively determining if a student understands the subject versus recall can be assessed by asking opened ended questions. These questions can start out fairly simple and increase in technical difficulty to build their confidence. Questions can include theory, description, purpose and function of subject which can really help determine their learning outcomes. Applying a hands on task along with questioning promotes a students ability to accomplish proficiency and confidence in subject matter knowledge not just recall
We assign students projects that require critical thinking in order to come to an answer. When a student has come to a conclusion I require them to walk me through that process that got them there. Not only are my students required to get an answer but they are also required to document the process they took in order to find that answer. By talking to them and reading the process, I am able to determine if they are grasping the concepts which I am trying to instill in them.
For every technician viewing a malfunction, there will be a different approach to diagnosing the malfunction. Testing must be able to reflect these different approaches. The challenge is for the school's test creators to format tests in such a way that they can be graded equitably.
I assess knowledge by looking for understanding, I ask questions of the students and what was just presented, I also make sure everybody is on the same page before we move on. I always make clear to my classes that there is no stupid questions, not to be embarrassed to ask. We know not everybody will get it, nor will they ask for help, but the one time one person asks for an explanation and its given to the group, others are helped, I make sure my students know that not only are they helping the learning process of there own, but helping others too...
At the begining of class every day, I go over objectives for the class. Near the end of the day, I ask students one at a time material covered for that day. Many are eager to answer and enjoy sharing the information learned. This questioning seems to excite the ones that are understanding well and bring the few behind the curve up to speed.
Hands on is a good indicator if the student has retained the information even more so they understand it and can use it.
Information recall goes hand in hand with understanding. Knowledge on the other hand has be shown that they understand what they need to. Mostly on hands if that is the task at hand for us to know they understand the material that was talked about that day. The best way is to test them by asking questions that pertain to the task that you want them to preform. Then watch them preform that task to make sure they understand what they are doing.
Thanks.
Audie Toney
ttl 35
Avondale Az.
I try to give different scenarios and test for understanding to see if the students are able to answer different questions. If the particular student can't answer the question, I ask "well who can help him out?" to try to get class participation.
DANIEL,
Very true - as I've said many times, no one can explain anything he/she doesn't understand...ask and ask often!!
Dr. Ruth Reynard
One way to determine what a student understands is to just talk to them, either in class or lab. Have them explain why they perform a particular procedure, or how something works.
Mark,
Great! So the process of reasoning, planning, discovering and applying is observed...I like it!!
Dr. Ruth Reynard
We try to discuss the process of diagnosstics as much as possible. When in lab I try to assess if the students have the ability to tackle their problem with an efficient method and not getting stuck chasing a problem that may not exist.
Watching a student actually doing tasks, for us on different trucks, says it all. If a student can take the basic knowledge and extrapolate out how to use this knowledge for different tasks, that student has mastered the understanding of the training, not just regurgitating info in hopes it will work from job to job. If a student can explain not only how something works, but why it works that way, that is a step above just recall. Before having a student doing a task ask why he is doing the task, why it is needed and what he expects the results to be also verifies he has gained and retained more than just recall knowledge.
James,
Critcal questions are central to learning...good point.
Dr. Ruth Reynard
In my classroom I have a test out that tells me if they can do the work.I also ask openended questions.to have student desribe a step in the troubleshooting prosess.
Steve
On the first day of class I involve each student in a real scenario application using gathered data and require that each student respond to the question: What would you fix on this system? There are no other inputs from myself or other students, everyone must respond. I list on the board the solution each student gives. after each student responds I discuss the answers with a detailed explaination to enhance the students understanding of the problem. There is no you got the wrong answer or that's the correct answer. Just understanding of the diagnostic process. I have adopted this technique for learning in my classes quite successfully.
James,
Yes, so critcal thinking is central to your approach. Do you have examples of how new technology can facilitate and support your approach with students?
Dr. Ruth Reynard
Adam,
Great preparation and connection in what you describe. This helps to situate the learners in the context of what is being learned and helps to apply the learning directly to the real world.
Dr. Ruth Reynard
It is not enough that the students "know the facts"; in our training environment they must also know how to diagnose problems. To that end I ask pointed diagnostic questions related to the subject matter previously discussed to see if the students "get it". During the lab exercises I make sure to point out the abnormalities and ask what might occur if that were left unchecked or unrepaired. By doing these things I feel I am preparing them for what they will face in their working careers and helping them to be successful at their jobs.
What I normally do is have a discussion of the labs before we go out to do the hands on. This will help them understand what the labs are trying to reinforce. Then we go through them so they can learn the concept of how the system works & how to diagnose the system. Then at the end of the lab part we will reveiw what they learned to help them remember it. Then the next day we build on the previous day so they learn how all the systems work together.
