When creating assessments to promote mastery goals, I must utilize the standards for the STEM curricula to create learning goals. Thus, at the beginning of the semester, I will design and administer a diagnostic assessment based on the learning goals for the course (Green & Johnson, 2010). This assessment will provide data such as the students’ current level of knowledge about the course content, the students’ foundational knowledge necessary for the course, and student interests related to the course (2010). These data collected will be analyzed to determine the content to be covered and to design instructional strategies for the course (2010). These data will also be used to facilitate a discussion between the students and me to develop a
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Formative assessments also provide a chance for students to monitor their progress in meeting their personal goals (2010). When students complete formative assessments, it provides another opportunity for me to communicate the quality of work I expect and affirm the learning goals associated with the assessment (2010). Typically, my quizzes are workout problems that involving solving for specified quantities and are graded. Additionally, in the past, I have given numerous quizzes as a form of punishment when students are disrespectful during class or when class attendance has been low. Unfortunately, I have participated in unethical behavior in terms of my assessment practices (2010), but I am in the process of beginning to provide quizzes as a form of formative assessment. For example, after learning about the importance of formative assessments, I administered a quiz to my students. However, instead of grading the quiz, I worked with each student individually to aid him or her in completing the problems. Thus, I must provide more formative assessments for students to learn from their mistakes without …show more content…
Performance assessments also require students to use higher level cognitive strategies such as create and evaluate (2010). For example, peer-led team learning (PLTL) is a model that has been utilized in STEM courses and has improved student achievement (Gafney & Varma-Nelson, 2008). In a typical PLTL session, a group of students meet with a peer leader on a weekly basis to discuss topics, solve real life problems, and produce an electrical circuit to verify the solution to the problem (2008). During PLTL, students have opportunities “to engage in reflective problem solving, to take risks, to become comfortable with the possibility of making a mistake, to check their understanding with colleagues, and eventually to triumph in mastering the course content” (Gosser, Cracolice, Kampmeier, Roth, & Strozak, 2008 p. 3). These opportunities for students to engage while participating in PLTL also promote mastery goals. While students are participating in PLTL, I have the opportunity to interact more with students, instead of the normal one-way communication facilitated during lectures and lab activities. Hence, participating in PLTL encourages dialogue, which allows me to learn about the students’ interests and incorporate these interests into the course. Subsequently, when students’ interests are
Formative assessments also provide a chance for students to monitor their progress in meeting their personal goals (2010). When students complete formative assessments, it provides another opportunity for me to communicate the quality of work I expect and affirm the learning goals associated with the assessment (2010). Typically, my quizzes are workout problems that involving solving for specified quantities and are graded. Additionally, in the past, I have given numerous quizzes as a form of punishment when students are disrespectful during class or when class attendance has been low. Unfortunately, I have participated in unethical behavior in terms of my assessment practices (2010), but I am in the process of beginning to provide quizzes as a form of formative assessment. For example, after learning about the importance of formative assessments, I administered a quiz to my students. However, instead of grading the quiz, I worked with each student individually to aid him or her in completing the problems. Thus, I must provide more formative assessments for students to learn from their mistakes without …show more content…
Performance assessments also require students to use higher level cognitive strategies such as create and evaluate (2010). For example, peer-led team learning (PLTL) is a model that has been utilized in STEM courses and has improved student achievement (Gafney & Varma-Nelson, 2008). In a typical PLTL session, a group of students meet with a peer leader on a weekly basis to discuss topics, solve real life problems, and produce an electrical circuit to verify the solution to the problem (2008). During PLTL, students have opportunities “to engage in reflective problem solving, to take risks, to become comfortable with the possibility of making a mistake, to check their understanding with colleagues, and eventually to triumph in mastering the course content” (Gosser, Cracolice, Kampmeier, Roth, & Strozak, 2008 p. 3). These opportunities for students to engage while participating in PLTL also promote mastery goals. While students are participating in PLTL, I have the opportunity to interact more with students, instead of the normal one-way communication facilitated during lectures and lab activities. Hence, participating in PLTL encourages dialogue, which allows me to learn about the students’ interests and incorporate these interests into the course. Subsequently, when students’ interests are