Analyzing Educational Assessment

A WebQuest for Forensics Students

 

 

 

Ms. Liu

Bronx HS of Science

2004-05

 

INTRODUCTION:

 

One of the problems that administrators and teachers experience daily is the top-down structure of the educational school system. The US government makes crucial decisions about the educational school system, and these decisions trickle down to regional offices and boards of education in the form of policies, mandates, and initiatives. These policies and mandates then trickle down to principals and school administrators, which then trickle down to teachers, and ultimately, students.

 

In looking at many public school classrooms, you can see reflections or hints of the top-down, hierarchical structure of the US educational system. Think of, for example, a typical class in this building: desks are often in rows, with the teacher at the front of the room leading the discussion, directing students and giving instruction—this is a reflection of the top-down structure of the educational school system. Assessment and feedback, too, is top-down. Students take tests that they do not create or have any control over, and then are told by a higher authority where they are lacking or what they need to fix.

 

Many of us receive feedback or assessment on a daily basis. Presidents receive feedback on their performance through polls. Many businesses receive feedback on their performance by passing out surveys to not only their customers but also their workers. School administrators receive feedback on how they are doing through parents and the school community. At Bronx Science, you receive feedback on your written homework and projects. In all of these cases, the feedback we receive hopefully allows us to make positive changes to our lives, as well as to the skills that will improve ourselves, our communities, and the institutions we belong to.

 

You have now completed a full year’s worth of work at Bronx Science. Last year, you turned in produced and engaged in different kinds of work: homework, labwork, research reports, literary essays, DBQ essays, as well as other kinds of writing. Many of you have expressed frustration over the kind of feedback you have received. Because this feedback is often too brief, or unclear, you therefore are unclear on what you have to do in order to improve your work (and therefore improve your grade).

 

 

                                         

 

 

I want you to think about the feedback that you get in a classroom. Think of a time in your life when you received feedback that was very useful to you. Think about the frustrations you have experienced here. In large schools especially, with each teacher carrying five classes and teaching 170 students, it can be difficult for you to receive the feedback you need to improve. How can you help improve this situation? How can you make things easier for both you and your teachers? How can you be more proactive in getting the kind of assessment and feedback that can help you succeed?

 

TASK:  

 

This project will give you the opportunity to be the “teacher.” In doing so, you will become acutely aware not only of your own writing, but also gain an understanding of the what goes on when a teacher assesses your work. You will also gain an understanding of alternative methods of assessment and propose one of your own.

 

In this project, you will 1) identify the standard methods of assessment used at this school 2) use this type of method in assessing a sample homework 3)  research alternative methods of assessment 4) consider the advantages and disadvantages to these methods and 5) propose one of these methods for use in our classroom 6) become a “teacher”. You will use the method of assessment that you are proposing.

 

Afterward gaining a better understanding of various methods of assessment, we will then apply take when we have learned in this classroom and then talk about it in relation to NYC public school system. In other words, we will be going from the micro-level to the macro-level. Consider the problem of 3rd graders, many of whom are being held back from 4th grade because they failed the 3rd grade test. What does it mean to assess something accurately and fairly? What does it mean to assess English skills? To what extent should NYC be responsible for providing feedback to students after students take a state-mandated test?

 

 

PROCESS:

 

Step one:   Take the sample homework I have given you and assess it, using the method of

feedback that you have predominantly seen in this class. Afterwards, in groups of four, assess this method of feedback. How effective is this method? What are the advantages and disadvantages of this kind of feedback?

 

 

Step two:  Research the mandates and policies of different high schools and educational

                  institutions. See the “Resources & Research” section of this web quest below.

 

Step 3:       Analyze current public policy and alternative existing policies.

1.       Identify the problem: What is wrong with the way in which public HS students are being assessed?

 

2.       Gather evidence to prove that it is a problem.

3.       Identify causes of this problem.

4.       Evaluate the existing way in which teachers assess and give you feedback on your work.

  1. Develop possible solutions by researching alternative ways of assessing student writing. Use links below.
  2. Select the best solution and then determine the advantages and disadvantages of this method of assessment. Figure out how responsibility is distributed. Does this method of assessment make the classroom a teacher-centered one, or a student-centered one?
  3. Determine the reasons why this method of assessment should be considered for use in our

classroom. Examine the costs and benefits of this method.

8.       Find out the extent to which this method of assessment has been successful in the

classroom. Ask the members in your group about whether to what extent they find this method of assessment effective.  

9.       Take a homework that one of your peers has written, and assess it, using the method that

      your group has decided on. Encourage your peer to revise his/her work.

 

 

RESOURCES & RESEARCH:

 

http://www.tengrrl.com/tens/004.shtml -- Traci’s List of Ten. Traci is an instructional specialist who gives ideas on how students can be more proactive about the assessment they want.

 

http://www.cohums.ohio-state.edu/english/programs/fywp/handbook/part_2/features/responding.htm --A short handbook for Teaching Assistants (TA’s) that gives tips on how to respond to student writing.

 

http://www.cohums.ohio-state.edu/english/programs/fywp/handbook/part_2/features/responding.htm-- A good website that distinguishes between “responding to” and “evaluating” student work.

 

http://homepages.wmich.edu/~jbush/bp/eval.html --Another good website that distinguishes between response and evaluation.

 

http://parents.berkeley.edu/recommend/schools/BHS/teacherX.html-- A letter from an English teacher at Berkeley High School. This letter outlines the difficulties of assessing students given the workload of public HS teachers.

 

http://www.luc.edu/schools/education/c487/lap/king.htm --Rubrics--various kinds used in English classes as an assessment tool.

 

http://www.wrsd.net/englishrubrics.htm --What are rubrics? Why do we use them? What are they good for?

 

 

EVALUATION:

 

You will be graded on the following factors:

 

1)      Group Work (turn in the minutes)

2)      Analysis of Current Method of Assessment and its effectiveness (turn in 1 page)

3)      Analysis of Chosen Method of Assessment and its Implications (turn in 1 page)  

4)      Proposal of a more effective method of assessment (1-2 pages)

5)      Your assessment of sample homework, using your chosen method

6)      Your evaluation of NYC’s evaluation of 3rd graders (1 page) 

 

 

CONCLUSION:

 

By the completion of this project, you will have accomplished several things: You will have had the experience of assessing the writing of your peers. You will have analyzed and evaluated the method of assessment predominantly used in this school, as well as its implications. You will also have researched and evaluated alternative methods of assessment that are being used across the nation. You will engage in the assessment method of your choice, and hopefully in doing so, you will have gained greater control over what you can do to help facilitate the assessment you want. Finally, you will have changed this classroom: by proposing and utilizing more effective ways of assessment, both you and I can benefit.