Step 4 B: Assessment and Mindsets

Weblink: www.youtube.com/watch?v=RNeNZD_IQcM

 

Reflect on your answer to the poll in the comment section below. Read through a sampling of your colleagues’ responses to learn about other peoples’ experiences with students correcting tests.

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977 thoughts on “Step 4 B: Assessment and Mindsets

  1. Shane Riddle says:

    Students only care about getting answers right, even when it’s emphasized strongly that the purpose is to learn from mistakes. They’ll change their answers and not write the correct steps (Algebra 1) even when the work isn’t getting graded. They are often acting on experience-tests and being right are really important.

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  2. Paytsar Sasunyan says:

    These findings support my own observations of students who don’t check their work when I am going over the answers, don’t correct their mistakes, don’t ask questions about what we are learning. I guess when you are not interested in learning, there are no questions to ask. How sad and unrewarding for me as a teacher to think of my efforts in preparing a lesson that falls on “deaf ears and minds”!

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  3. Amparo Martin says:

    In my class when we take a quiz or test, my students look forward to knowing which problems were correct and the ones who were wrong they won’t even talk about them. Its as if it doesn’t matter which ones were wrong.

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  4. John says:

    I remember in taking classes in college in exercise physiology. I was convinced that I was going to find the “secret training” tips from exercise physiology that would help me perform better in the sport that I was total engulfed in at the time. Consequently, I was not very concerned about the grades in the class. The content was more important for its practical application. Unfortunately, as time progressed and I learned that further studies, like a master’s degree were really based on grade point average. In the long run, I wish I knew how important grades are to society. While I learned much, and could really care less about the grade, it was the the letter grades that limited my options in graduate school.

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  5. Nicole Niederdeppe says:

    I think this depends on the type of “assessment” you give and which subject you teach in. As an English language arts teacher, I assessed students on their writing projects, and provided tons of feedback during the writing process on how to improve, without a final grade. During this process, students were quite interested in how to change their writing to be better organized and clearer, as well as correct their grammar mistakes. I also walked students through group grading practices where they would write down corrections on their peers’ papers. These efforts guided students in improvement, not test-prep.

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  6. N Strickland says:

    I’m not surprised. Students are constantly asking me how many points an assignment is worth – I don’t even grade on a point scale! When they ask for feedback on essays, they ask, “Is this right?” How do we teach growth mindset? This seems to be a more important skill.

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  7. Azniv Shahmelikian says:

    I am not surprised with the voting result. We are in fast pace world. Students like to get the answer of their question by just pressing a button, and not a timely process,even if they are going to benefit from it in the long run. Sadly the cover is more important for them then the meat.

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  8. Matthew Lee says:

    My first reaction to my response and the overall results of the poll was “sadness…” Many students nowadays seem to only care about how many points they are going to earn in order to pass the class; many students only seem to want to do the absolute minimum amount of work to pass the class, some entirely satisfied with a C grade.

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  9. Ellen Urciola says:

    Most of my students are only interested in whether or not they passed. The questions seem irrelevant to them. It seems bad grades validate their own self defeat.

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  10. K. Navarrete says:

    The majority of my students look at the score on assignments and usually do not question the grade or ask how to improve. I provide the opportunity for student’s to resubmit assignments and most of the time students don’t take advantage of it.

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  11. Silvia A. Almaguer says:

    Students with a set mind set have a tendency to accept outcomes without trying to gain more knowledge. They are done with the subject. They also want to feel that this is the norm and decide to view everyones outcome below their achievement so as to feel vindicated with the outcome that is considered not up to par.
    Students with growth mindsets see a low or unacceptable outcome as a challenge and want to set their goal to a much higher standard, so they are interested to see what they can do to raise their knowledge to raise their scores. They also want to see different perspectives to make sure that they have more tools and leverage in their thought processes to a chieve a much higher outcome, which in their mind spells success.

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  12. Gabriela says:

    Students are just interested in their score. They do not even look at the wrong answers. In class I offer points for them go back to their answers and to look for their mistakes and correct it. Very few of them do this.

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  13. Emmanuel DM says:

    It’s difficult to foster a growth mindset when students and parents are only concerned about what’s right and what’s wrong. It will take awhile to teach a culture of “growth mindset”

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  14. Aida says:

    After watching the video and reading through some of the responses other colleagues have posted, I have to admit; I used to have a fixed-mindset in my elementary and middle school years. Some Individuals in general learn to survive in society. As a teenager, I had to adopt the growth-mindset mentality to be able to become “someone” in life. I had to learn this theory on my own. Now, I have an great opportunity to teach this theory to my young students and ensure that they adopt it in their lives at a young age.

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  15. marilou Adra says:

    I voted based on what I observe from my own students. Most of them are just interested in their scores and would ask if they do bad or good. I try to motivate them to go back to their answers, find their mistakes and correct them so they could get back points.

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  16. lgoldberg says:

    Rarely do students ask why they got it wrong. After giving back a test, they immediately look to see what their score was and if they got a problem right or wrong. Getting my students to ask the “WHY” is my biggest challenge. It makes me wonder if they care at all, about what they are learning vs. the grade/score the got/received.

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  17. Valencia says:

    I responded that most students just want to know if they got the right answer or not. When they are given a test back, if it is a good score they will save it to show it to their parents, but if it is a bad score they will immediately throw it away. They do not want to know what can be done to make it better. If they have some mistakes, same think they are only interested on the score, not on how to get the ones they got wrong correct next time.

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  18. Shannon George says:

    I have learned that if I want student to read any of my written feedback, I should not put a grade or number on the paper. THis is because as soon as they see the grade, they shut down and don’t read your feedback. I think this is true for most all students except maybe the highly gifted students. I agree that students are only focused on grades and getting right or wrong answers; thus, we are going to have to figure out how to get them to focus on growth and not be fixated on right and wrong answers.

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  19. Kevin says:

    This statement is so accurate. After giving back a test, they immediately look to see what their score was and if they got a problem right or wrong. Very rarely do they ask why they got it wrong.

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  20. Lynn Brown says:

    I think students prefer to know what they got on their test; whether they passed it or not vs. how they can improve. Our educational system is test driven based on performance. If you perform well on the SAT and ACT then you can get into a “better” college. I think this type of competitiveness and ranking perpetuates a fixed mindset because from a very early age our students are told they are “below basic, basic…did not meet standards, nearly met, met, exceeded”

    Liked by 1 person

  21. Alexandra Hohmann says:

    As the results of the poll state, the majority of students just want to know whether the test question is right or wrong, or how many points it is worth. I wish I had time to review exam results with my classes because then we could discuss why so many people made certain mistakes, and how to remedy that next time. I think the AP teachers do test corrections and review/discuss this.

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  22. Ryan Pool says:

    I find that often students are more concerned with outcome than process. This is often a fault of social conditioning and outside influence. Shifting this thought process goes beyond the student and to the school culture and that of all interested parties.

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  23. Kenneth Zubiate says:

    Students tend to be conditioned to only care about right or wrong answers and what they add up to percentage wise. I often offer students a chance to redo wrong problems for partial credit and they usually don’t take my offer. Often going over mistakes is not very motivating for students.

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  24. Meghan Truax says:

    Students seem very focused on end results like grades rather than in the learning or process. Many students feel defined by their grades and their grades are tied directly into their self worth. We need to help our students adopt a growth mindset so they see failures as opportunities to grow, and we should reward that growth by allowing students to retake or revise assessments.

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  25. Hugo Sandoval says:

    I agree with he video, on the idea that with growth mindset students don’t just want to perform better on tests but learn key components of the purpose of being assessed. It is important for students to learn this idea of growth mindset but most students are in a fixed mindset, where they feel they will be forever performing low. The teacher is the guide that can motivate students and have them practice in class that they will all benefit from a growth mindset.

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  26. Manuel Velazquez says:

    I think it depends on the question. The question that has only one correct response student will simply ask if they got it correct. If the question is open ended or has multiple parts they will ask why they were wrong, and defend their answer.

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  27. natalie p says:

    Students are so concerned with the grade they receive that they neglect the concepts on the assessment. I find that my students honestly do not care about truly understanding a topic. I have heard students say things like- I just need to learn this for the test, I can’t wait until this chapter is over because I just don’t understand this and I am ready to move on, or I don’t need to know this because I am never going to use this in my real life. I wish students were more concerned with wanting to correct their mistakes and learn from them, and I hope to open their eyes to having growth mindsets.

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  28. Bryan Ramos says:

    I do agree that students usually only want to know if they got the correct answers or wrong answers without proper feedback and/or reasons why they got the answer right or wrong. I do agree with the video that students with growth mindsets will perform better in assessments and challenge themselves; however, having the growth mindset in a class can be a challenge since most students are accustomed to a fixed mindset.

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  29. Janice Lopez says:

    First, most of my students want to know why I (the teacher) gave them a low score vs. how they earned the low score. Second they will question their low score before looking at the assignment and try to determine what they did wrong. With that said, most of my students want to know whether they got a questions right or wrong. They want to know what the answer is instead of how to get the answer and they want to memorize steps vs. understand the processes, a fixed mindset. Also, I do find that my students with a growth mindset perform better in my math class.

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  30. Marquez Janna says:

    I voted that most students wanted to learn from their mistakes. I am surprised that most other people voted for the other answer. I think students might be interested in learning from their mistakes if teachers build that kind of reflection process in the classroom procedures.

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  31. Nicole Bloom says:

    I have noticed there is a definite divide in my class between students who try to find out why they made mistakes on their tests and who fix those mistakes and students who do not try to learn from their mistakes. It was encouraging to see in the video that mindsets can change, and I am hopeful that I will learn how to guide some of my students to changing their mindsets.

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  32. Students are trained to applaud themselves for right answers, but using technology to provide quick feedback and offering chances to demonstrate learning after the “test” can help students change that focus.

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  33. J. Kelley says:

    Most students care mostly about finding the right answer, rather than understanding why that answer was correct. However, this fixed mindset can be changed to a growth mindset, as mentioned in the video. This should be our focus in teaching.

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  34. Lorena says:

    This is a national issue where funding is all based on test scores. If assessments were based on student growth then students would have a growth mindset. However, students have to be scored at either below standard, near standard, or above standard. There are no state assessment that celebrate students progress or growth. Since everything depends on test scores students just want to get the correct answer and a few may actually want to know why they got the problem incorrect and may want to learn how to do it correctly. If students get a passing score then it makes it less likely that students may want to go back and see what errors they made.

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  35. Harmony 2S says:

    Unfortunately, most students are more interested in getting the answers on a test correct than learning from their mistakes. It is as if they are competing for the highest score on a video game. For them, the outcome of a test means winning or losing. This is why I do my best to focus more on sharing understanding than simply answers. Students receive positive feedback based on their thinking and their ability to share it with others.

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  36. mcecil says:

    I think the poll data and the comments speak for themselves: our students do not hold growth mindsets, and their obsession with knowing their score (and not why they got some answers right and others wrong) is indicative of their fixed-mindsets. I have found that going over the answers to exams during class time is only profitable when I slowly walk them through a few wrong answers first—asking students, meanwhile, to explain why the answers are wrong—before giving them the correct answer.

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  37. Tammy T. says:

    I definitely agree with Jeffrey. If I offer answers, most students just tune me out because they don’t care – they just know that they got it wrong.

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  38. Jeffrey mcculty says:

    I find a better result in asking students to find answers to the questions that they got incorrect and tell me what they did wrong rather than simply seeing if the question is correct or not

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  39. Danielle Klein says:

    I have students that reflect both of these responses in my class. I have some students that don’t even care if they are right or wrong, students that want to know, and students that obsess over every minor mistake. I think it’s healthy to want to know why they’re wrong and see the steps how to fix it and that extremes either direction are damaging for the student’s confidence.

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  40. Kevin says:

    Students have been educated that they need to know if they got the answer right or wrong. Once we change that way of thinking, then the students will want to know if they learned the material or not.

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  41. Cris says:

    Many students were probably told from the very beginning, that they have to do well and get good grades in school, and good grades get you into better schools.So, of course a student focuses on getting a good grade and want to know which answers they got wrong or right. Too much pressure on students taking assessments.

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  42. Elizabeth Clark says:

    I am taken back by how grade focused students are these days, but not just students, their parents want their children to make A’s. This contributes to students thinking something is wrong with their level of intelligence. The pressure is too much. Moving language, assessment and attitudes to a growth mindset will produce less fragile and win hungry citizens.

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