Tuesday, November 6, 2012
Forms of Assessment Blog 2
My learning goal for my second grade students is for them to master their multiplication skills up to the 10s to where they can answer them quickly without using manipulatives. I will be using the information processing theory to teach this goal. I chose this theory because the key to learning these facts is to be able to encode and retrieve them from their long term memory quickly. To teach them these facts, I will go through each set individually. For example, I will start with the 1s, so 1x1, 1x2, etc. After they have mastered this set, I will move on to the twos and so on. This process will most likely take a few weeks to complete, but hopefully after this unit, the facts will be memorized and the students will be able to retrieve them at any time quickly. With each set, I will encourage the students to memorize these facts using a few different methods. There are multiple songs that are about multiplication that I can teach them. Also, there are "Fast Fact" games that we can play to encourage them to respond quickly, which will speed up their fact retrieval. Through rehearsal and retrieval, the facts will eventually become encoded. To assess their knowledge, I will give many timed tests as formative assessment. Once they master a set in the time allotted, they will be allowed to move forward to the next set of numbers. Through this process, they will be able to get as much practice as necessary and master quick retrieval. In the end, once the entire class has finished their timed tests, I will give a final summative assessment of all of the facts to know that they have mastered the material.
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I believe that Erica chose the right theory to teach this kind of concept. Multiplication facts should be taught through the information process theory because its all about memorizing, and working to encode the information. I believe to assess this Erica did a good job of doing it as a timed formative assessment. FOrmative assessments are important in this sense because students should be able to prepare, and use their knowledge on the exam at the end of the unit after learning the facts. This is essential for these types of facts because they are all about memorizing, and encoding them. To be able to show them, a test that is planned should be given, and show the mastery of the material.
ReplyDeleteI think it's a bit unclear how you're thinking you'll teach these facts. Just 'memorizing' them doesn't describe how and why the information is encoded. The games sound promising, but how do they work? Why do you think this will affect speed? Will rehearsal and retrieval help things become encoded? I think these concepts are separate from encoding. We discussed how rehearsal keeps something in working memory, and that giving apprpriate retrieval cues is important to get something OUT of long term memory, but neither of those terms describe how the encoding process happens.
ReplyDeleteWhat makes the timed tests formative? I don't see that in your description. Simply being in the middle of the lesson doesn't necessarily make something formative--how will you be using the information gained from the assessment?
Why choose the assessment you describe, given the learning theory and learning goal you state? Is it the most aligned? How does the timed test fit with IP theory? (again, you emphasize speed--is that something you see as part of the theory?) Will these tests have some sort of retrieval cue? Did you choose a formative assessment so you can use the assessment to link with their existing knowledge (using the assessment as an encoding strategy itself)? Why add the summative assessment?
These are all questions you should think about. Where is the IP theory within the assessment you chose? There are lots of options and it should be aligned with how you believe learning happens and how you chose to instruct.