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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1,243 thoughts on “Step 4 B: Assessment and Mindsets

  1. Loyda Ramos says:

    When it come to test taking, I think that most of us just want to know what we got correct and wrong. I think few students look at a test and want to look at what they got wrong to know what to fix. For so many students, I think all they want to know is, did I pass? Growing up I rarely remember a time when I had the opportunity to fix my mistakes on a test and retake the test. Now as a teacher, I see the same in my students. I began to change this last year, by going over our exams and showing where they got a wrong answer. We then reviewed, I gave them more opportunity on the areas they got wrong, and I gave them another version of the test to retake. This really changed their mind-sets and mine as well. My students saw that they were able to have another opportunity to relearn something that they made a mistake on. I learned a lot from what information a teacher can get through correcting tests because its information that gives us NEXT steps. Giving our students the opportunity to relearn an area of need and another chance of retaking an assessments is one building one to changing mindsets.

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  2. Andrea Smith says:

    I noticed in my ID classes that the students always wanted praise for everything they accomplished, so I put more emphasis on doing the task than the rightness or wrongness of an answer. If it was wrong we would try again together and if a student was right the whole class would praise the student. My students were on an alternate curriculum and used functional life skills. These were presented and learned. My students were thrilled to take the test to show me what they learned.

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  3. San Fernando High - Mettlen says:

    I think as teachers, we look for the right answer and put value on getting the right answer. Its embedded in the way we grade, you earn points for what you got right, not what you learned. Its no wonder that students have come to value the exact same aspect about grading that we have. The shift needs to come from us, in that students are learning, not getting answers right. If we as teachers value the information learned, students will begin to value what they have and have not learned as well.

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  4. S Duran says:

    I am not surprised by the results of the poll because it happens all the time in my classroom. My students want to know what is the highest score and what is their rank. When I asked them how they feel about their score, I always get the same response, “it was hard”, “I’m not good in the subject”, or I didn’t study.” Then, I asked if they want to retake the test, and their response is that if they do worse, does it count?

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  5. I noticed in my classes that a majority of the students getting tests back just want to see the score and don’t care about my comments or what went well and what didn’t go well though I do have a percent maybe 20 percent that do care about their mistakes and how to fix them.

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  6. Irineo Yanez says:

    The numbers in this poll surprise me. I would like to assume the best of my students and think that they want to do the best they can and would like to know HOW to answer questions so that they could learn from their mistakes. While some students only care about knowing whether they got the answer wrong, many want to know how to be better. And whether or not they want to, it is my job to help them understand the importance.

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  7. LETICIA CALLELA AUSTIN says:

    I have found that in both my old English classes and now my music classes, most students didn’t just want to learn what they got wrong but WHY they got the wrong answers. I always have a handful of students who aren’t concerned with it either way, but for the most part I have found myself going through tests and explaining what was correct and why it was correct.

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  8. M. Seestedt says:

    I noticed that when I use to give spelling test to my students who got all spelling words correct were really proud and couldn’t wait to go home and show their parents. While, my students that didn’t do well would ball up their paper and throw it in their pencil box. They wouldn’t look at what they misspelled and were only concerned with their overall score.

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