Students should be working, thinking, analyzing, creating, etc. throughout the day and guiding a large part of their own learning. Having students create their own assessments ensures that they are held accountable to actively listen during class and that they are thinking at a higher level about what they've learned. In my EDU220, students (in small groups) were asked to create a research-based electronic presentation on a particular piece of legislation and to include an assessment to ensure that their peers could demonstrate mastery of the material by the end of their presentation. Qualitative results: 100% of the students were engaged in either presenting, in taking notes, and by participating in the student-created assessments. I have always included student presentations and note-taking, but this semester I modified the cycle by having the students create their own assessment and reteach if needed based on the peer scores. Student assessments were oustanding and included a variety of technology that I have previously never used! Quantitative results: Difficult to measure since this is only one part of the unit.
| Attachment | Size |
|---|---|
| student-created-assessments-guide-results-holmes.docx | 34.93 KB |
| assignment-instructions.docx | 12.82 KB |
| brown-vsboard-student-example.pptx | 1.34 MB |
| lau-vsnichols-student-example.pptx | 124.72 KB |
Comments
This is comprehensive and appeals to many modalities and learning styles. Once again Rachel, you have raised the bar.
Rachel, there are metacognitive aspects of this CATS that I find consistent with good teaching. Having students create their own assessments is one (and the inherent discussion of formative, summative, etc.), and I also liked that students created their own note sheets. And, your student engagement increased drastically from spring 2014 to fall 2014 once you implemented these strategies; that's what makes this such a good CATS!
We are always harder on ourselves. I like that students created this self assessment.
Great CATS! I use self-assessment with my students as well. It not only requires critical thinking on the part of the students, but it is also a help to me as the instructor. I learn so much from reviewing and observing my students' self-assessments. Students learn more when they are fully invested in the work. Great job.