EEND 679 module 3 disc


EEND 679
Module 3

Jim Nielsen

This week we are focusing on assessment strategies and the use of technology to deliver assessments.  For the discussion, we were able to watch a number of videos discussing the validity of assessments and how to make sure you are really assessing what you want from the students.
The first video by Rick Wormeli was one that I have seen before.  In fact, I have seen a couple of videos from him at different faculty meetings.  This is mainly because our school has adopted Mastery Learning as the main driving force of our curriculum.  So much so, that all classes are required to have a retake policy on assessments.  At first, I feel like the staff in general did not like the idea of retakes for mastery.  This could be for many reasons including the fact that we don’t get do-overs in life, why should students in school.   Also it is a lot of work to prepare for retakes and making a second assessment that assesses the same material. 
For me, I bought into Wormeli’s ideas and our school goals right of the bat!  I have never been a fan of points or tests determining your grade.  As a science teacher I have always valued the experiences over the points.  That is why my favorite point that Wormeli makes is that grades are like an economic bartering system.  Grades shouldn’t be a bartering tool or a payment for a task.  I find it hard for students to wrap their head around this because they have been in that system for their entire life. 
I believe in Wormeli’s  teaching for Mastery because I think it works.  If my job is to help students understand the function of the circulatory system in their body, do I really care how, and when that student masters the material.  For me, the answer has become that I don’t care how the knowledge gets in their head, just that we get it there!  Of course, deadlines are important and teaching responsibility and organization skills are just as important lessons for high schoolers to get in their 4 years before college.  Along with Wormeli, I really view my curriculum as a means of delivering skill sets that will make them more productive members of society, and less trivia facts that they may never use again in life.  I have also moved to put authenticity of the material above all other criteria when designing a lesson. 
The ”Food for Thought” video was a good watch as well.  I agree with her telescope metaphor.  Tests are like a telescope that shines on just a few stars… in a universe of wonder.  I completely agree with her on that quote.  It’s actually why I despise standardized tests, and even multiple choice tests in my class.  I often refer to them as necessary evil.  If I could have a class, and was supported in doing so, I would probably do away with typical tests.  They often test trivia knowledge, and again test the skill can the student determine which answer is not correct.  Real learning for me comes from experiences.  Especially in science. 
These videos I watched today really made me feel good about the direction I am taking my instruction.  I really have begun to throw away schedules, try not to be constricted by curriculum or tests, and focus on authentic science happening in my student’s reality.  My main job has become to produce productive, scientifically literate students.  These students will go on to be able to make important decisions like whether to vaccinate their children, and will be able to vote in leaders that not only support science, but use it to make important policies. 
P.S.  I love how the video touched on how important it is to teach environmental education!!

Thank you,

Jim Nielsen

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