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Enhancing Learning with Graphic Organizers: A Guide for Effective Assessment

Learn how Graphic Organizers (GOs) can assess student understanding through visual tools to enhance teaching, learning, and achievement of educational goals.

eagan-becker
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Enhancing Learning with Graphic Organizers: A Guide for Effective Assessment

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  1. Using Graphic Organizers to Assess Student Understanding

  2. Formative Assessment • Part of the instructional process. • Informs teachers and students about student understanding. • Provides information needed to adjust teaching and learning to ensure students achieve standards-based learning goals.

  3. Graphic Organizers • Pictorial or graphical ways to organize information and thoughts for understanding, remembering, or writing about. • Classify ideas and help communicate effectively. • Can be used to: • help in problem solving and decision making • studying • planning research • brainstorming

  4. Why GOs for Assessment? • Show the order and completeness of a student's thought process. • Easy to read • Use short words or phrases - good for many types of learners • Demonstrate authentic student knowledge • Show student understanding • More than copy or rewrite

  5. Concept Maps • Bubbles that contain a concept, item or question and links. • Links are labeled to explain the relationship between the concepts. • An arrow describes the direction of the relationship and reads like a sentence.

  6. Vee Maps for your Classroom • Roehrig, Luft, Edwards. (2001, Jan.). Versatile vee maps. The Science Teacher. 28-31

  7. Vee Maps The Vee diagram has • A conceptual (thinking) side • A methodological (doing) side • These sides interact through the use of the focus question that relates to the events and/or objects. • At the point of the V are the events and/or objects that are to be observed.

  8. Venn Diagrams • Useful for comparing two things. • For younger students: Colored yarn for circles and pictures. • For older students: More than two circles, ideas as well as objects

  9. Frayer Models • Students provide a definition, list characteristics, and provide examples and non-examples of the concept

  10. Definition (in own words) A change in size, shape, or state of matter Characteristics New materials are NOT formed Same matter present before and after change (PHYSICAL CHANGE) Examples (from own life) Ice melting Breaking a glass Cutting hair Non-Examples Burning wood Mixing baking soda with vinegar

  11. For older students: • Students analyze a word's essential and nonessential characteristics • Choose examples and non-examples of the concept.

  12. Essential CharacteristicsFeathersHollow bonesWarm bloodedBreathe air with lungsWingsBeaks Non-essential Characteristics Ability to fly (BIRDS) ExamplesRobinsMeadowlarksParrotsEaglesOstrichesPenguins Non-ExamplesBatsFlying reptilesInsectsFlying squirrels

  13. Summative Assessment • A means to gauge, at a particular point in time, student learning relative to content standards • How could using GOs lead to summative assessment? • What sort of summative activities could you think of that would relate to GOs?

  14. References • http://www.cybercorp.net/rhiggins/thesis/higlita1.html • http://explorers.tsuniv.edu/vee.asp • http://www.graphic.org/ • http://www.math.uow.edu.au/people/ap_chap2.pdf • http://www.nmsa.org/Publications/WebExclusive/Assessment/tabid/1120/Default.aspx • http://www.writedesignonline.com/organizers/ • Novak, J.D. & Gowin, D.B. (1984). Learning how to learn. New York: Cambridge University Press.

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