Wednesday, November 7, 2012
Forms of Assessment Prompt 2
I want my students to
be able to present the meaning of the bill of rights. There will be ten groups that are divided up
to present their bill in front of the class.
I would use Vygotsky’s theory because he believed in the use of
groups. By using his theory I will have
the students to work in groups. And
Vygotsky believed that students do not learn by themselves so I will have the
students not just be working in groups and teaching and learning from each
other, but by presenting their information groups will be teaching and learning
from different groups about different bills.
This is a formal assessment because I will be giving the students a
rubric that pertains to the information that I want them to discuss and the
amount of time they have to present the information. If I just was grading the students on how
they presented the information that would be informal assessment. This presentation will be assigned when we
are learning about the Bill of Rights so it will be formative because they are
making these presentations before we have reached the end of the chapter which
would make it summative.
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I want you to keep in mind that Vygotsky's theory is about much more than 'group work'. He described learning as a social process even if someone worked alone--so equating group work with Vygotsky (and defining his theory as such) isn't an accurate assumption.
ReplyDeleteI'm not seeing an explanation of how each piece you have here connects with the others--but there is potential. Your learning goal is 'presenting the MEANING of the bill of rights' which sounds very much about the historical and cultural background of the time and the decisions that went into it. This sounds very much aligned with Vygotsky if you were thinking of it in that way (this is how you should be thinking of the theory you use--not based on grouping).
Your instruction should be aligned with how Vygotsky believed learning happened--which isn't just about group work. How would you meaningfully scaffold information and remove the scaffolds over time to promote internalization?
Last (really, the most important part), why choose the assessment here, based on both your learning goal and Vygotsky's theory? What makes it consistent with the other two choices (keeping a consistent thread between how you believe learning happens, how you instruct, and how you assess learning)? I might suggest that you use a performance assessment in looking at their presentations, or make it an informal assessment to observe how they actually act in complex social situations within their groups.... As long as you have a reason that is aligned with your other choices, that's what I'm looking for (and something you should be able to do on the final!)