I would like to share with you all, an assignment from my class this week. Not only is it hard to understand, but completely based on the idea of creating lessons, and assessing with either a formative or summative assessment, and then…giving a score based on the bell curve describing whether or not your test has a high or low validity.
Please use the lesson plan you constructed for the previous assignment. Construct an assessment for this lesson plan. Your assessment must have the following:
1) One question for each of the six cognitive abilities addressed in table 4.1 (Bloom’s Taxonomy: remember, understand, apply, analyze, evaluate and create)
2) Looking at your standards for this lesson plan – does the assessment align with content-related validity? Does it measure the content it is supposed to measure? Explain how your assessment aligns with your standards.
3) What external criterion would you use to validate the assessment using the criterion-related evidence for validity?
4) Find the next concept to be taught in the standards you used to construct your lesson plan and state what score would have to be achieved to establish predictive validity? Explain why you selected the score you did to establish predictive validity.
Value – 25 points each for a total of 100 points.
Now, after looking at this, I want you to think about the kind of classroom that you would be walking in too. Can’t you see it? White walls, projector running with a powerpoint set up. The teacher pops up from a stack of essays with red ink blotched all over them. She says “have a seat, quietly, and pull out your notebooks”. She moves to her usual place in the room, the wood is fading where she stands because she never moves from behind the pedestal. The dims the lights and begins the lecture. After fifty minutes, a bell rings and she states “quiz on Wednesday, be prepared”. The students pack their things and shuffle into the halls. They have no idea what they have missed. Each student assumes that, because she is a teacher she has taught them that they need to know. But the truth is…she has taught them to sit and listen and write. Chances are that the quiz on Wednesday will contain ten multiple choice questions based on the PowerPoint.
Does that make her a good teacher? No! Students need interaction and to be involved, they need to know what it is like to be in the front of a class and to know what it is like to have a relationship with their teachers. Students should not be stuck behind a desk watching a screen day in and day out, they need to move, interact, read, write, grow, and discover. When did school become about making robots? No one ever made that rule, but teachers have become lazy. They read right from the text and never explain and argue. They follow standards (which are the bare minimum). Teachers attempt to test but only teach memorization. I cannot tell you a single thing that I learned in my High School history class because my teacher sat behind his desk and clicked through a power point. Don’t get me wrong, he was smart and knew the information, but failed to teach us.
We need to create teachers who teach! Teaching isn’t about putting grades on papers, it is about making people who believe in themselves and have confidence and a love for learning. At this point in my education I have decided that you just have to get the grade and move on…but never lose the part of you that makes you a great teacher.