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Assessment: Checking for Understanding

Assessment: Checking for Understanding. How do we know they know what we want them to know?. Pitfalls. “Does everyone understand?” Calling on those who always raise their hands Jenny gets it, so everyone must get it. Shallow understanding. “Does everyone understand?”.

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Assessment: Checking for Understanding

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  1. Assessment: Checking for Understanding How do we know they know what we want them to know?

  2. Pitfalls • “Does everyone understand?” • Calling on those who always raise their hands • Jenny gets it, so everyone must get it. • Shallow understanding

  3. “Does everyone understand?” • What are the drawbacks of asking the whole group if they understand?

  4. Calling on those who always raise their hands • What are the drawbacks of calling on the select few students who raise their hands during the session, and not anyone else?

  5. Jenny gets it, so everyone must understand • What are the drawbacks of assuming one student’s understanding is representative of the whole group? “Understanding is a two-way street” -Eleanor Roosevelt

  6. Shallow Understanding • How does a tutor check for ‘shallow’ understanding? • How can they dig deeper to find out if students understand information on a higher level of Bloom’s taxonomy?

  7. Assessment Through the Session • Muddiest Points (Before/After) • Listening/observing students when working collaboratively in groups • Students summary of lesson/session in last 5 minutes • Technology (Socrative demonstration if time)

  8. After Assessment… • What should an SI Leader do in light of gauging student assessment, if they have concerns about how well certain students understand the material? • What if they have concerns about the majority of students’ understanding about a particular concept?

  9. Thank you! Made for the benefit of awesome SI Leaders. By Alex Lamon First presented Fall 2013

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