Thursday, November 8, 2012
Forms of Assessment Post 2
The learning goal I would like my students to accomplish is learning their multiples of 9. I would use the information processing learning theory. I would use the brain research theory because it is something that needs to be rehearsed and remembered. Brain research talks about using repetition as a way to insulate the pathways of the neurons in the brain. When the path becomes insulated it means that it is something that the brain uses often, therefore, the 9's would be remembered. I would use activities such as timed-tests and flashcards as a form of assessment. Timed tests could be summative and formative because it can be used as a way for students to see their progress at the end of the unit, or it could be used throughout the unit as a way for the teacher to see individual progress. Flashcards could be used as a form of formative assessment because it could be used throughout the day at random times, to check up on each of the students- unplanned.
Subscribe to:
Post Comments (Atom)
Are you using IP theory or brain research....? I will assume you mean brain research.
ReplyDeleteWhy do you think brain research is the best choice for this learning goal? It is OFTEN something that is taught through rehearsal, but that doesn't mean you need to do so. As stated, the goal does sound like something that happens in the mind, something that is stored, so I think it does sound consistent.
Why would you choose timed tests and flashcards as an assessment (how does it align with both your learning goal and chosen theory guiding instruction)? (You should be able to do this on the final!) I think there are some reasons you may have chosen this--timed tests might assess automaticity (speed--which is determined by myelination) and the flashcards would be formative in that it would give you information about their knowledge but also help them rehearse even further to further myelinate. This all looks consistent, but be sure you can explain this alignment if asked.