Another Question Regarding Assessments
Just had dinner with an amazing teacher I work with – the topic of assessment came up – I want to write down some of these thoughts before I forget.
The Question: How do we create opportunities for students to exceed our expectations? Is that opportunity something that belongs on an assessment, or does it belong somewhere else?
Possible Answer: Students exceed expectations in the way they make connections and problem solve when presented with new content/meaningful problem/deep project. You are more likely to have students surprise and excite you when presenting new information rather than assessing old information. New contexts rather than old ones. These are the things we blog about – how amazing our students did on a project, or how a particular lesson elicited an ‘aha!’ moment that was more profound than we were expecting.
Does that mean my traditional pen-and-paper assessment can only reach the level of meeting my expectations rather than exceeding them? If I change the level of rigor that I want – in other words, if I raise the bar of for what meeting an expectation means – does that mean I have to change the type of assessment I give?
I’m gonna ask that question again, just because I like it, and so it’s the last thing in this blog post:
How do we create opportunities for students to exceed our expectations?