{"id":2065,"date":"2019-04-01T15:07:35","date_gmt":"2019-04-01T19:07:35","guid":{"rendered":"http:\/\/sites.miamioh.edu\/edt431-531\/?p=2065"},"modified":"2019-04-01T15:07:35","modified_gmt":"2019-04-01T19:07:35","slug":"lets-assess-assessments","status":"publish","type":"post","link":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/2019\/04\/lets-assess-assessments\/","title":{"rendered":"Let’s Assess Assessments"},"content":{"rendered":"

When students hear “test” or “quiz”, they automatically assume the worst.\u00a0 They think about extended response questions or multiple choice scantron handouts.\u00a0 What I want to do as a future teacher is to clear the air of that negative connotation.\u00a0 Assessments<\/strong>\u00a0are a way to see student’s knowledge of a new concept that you are teaching by giving them a formative or summative assignment.\u00a0 As science teachers, we can revolutionize how we assess students by finding new, creative ways to display their knowledge!<\/p>\n

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Games as Assessments<\/strong><\/h3>\n

Mentioned in\u00a0The Science Teacher\u00a0<\/em>Journal “Spicing Up Your Classroom,” it was said that “(games) also have the potential to challenge and assess students\u2019 understanding of content.”<\/p>\n

There are so many different ways to assess your student’s knowledge on what you’ve taught them:\u00a0 posters, skits, website design, songs, mobiles, models, and (what I’m going to talk about) creating games.<\/p>\n

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A good strategy that works well that was mentioned in “Spicing Up Your Classroom” was the adaptation of existing games into an assessment.\u00a0 An example they used was Taboo.\u00a0 Another game that could be used is Sorry, Catan, or Life.<\/p>\n

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In the following video, there are examples of what teachers and students collaborate together to create and play these games that were made into assessments. You can see the different thought processes and hard work that students put into making these effective games.<\/p>\n