Do+You+Know+What+They+Know+When+They+Know+It?

= Do You Know What They Know When They Know It? =

Kannapolis Middle School, NC

 * Formative Assessment: During the learning process
 * Summative Assessment: Ending assessment

Assessment Design:

 * Be sure to watch the wording of your questions so that there is no misunderstanding.
 * In math - it's probably best not to use A,B,C,D....let them input their answer so that you can see where they go wrong.
 * Look at question sets to see where students go wrong.

Students are more engage They want to know if they get things right Data constantly influences the design of questions

Question Sets:
Pre-Assessment Q1: basic understanding Q2: Application Q3: Synthesis from other areas of study and mid level text Q4: Evaluation with a higher level text component

Other Assessment Design options for question sets:
 * In this set of 3 questions, a 50% does not mean that a student did not master the objective
 * If Q1 and Q2 are correct and 3 and 4 are incorrect, the student has demonstrated a master of content knowledge but failed to identify the correct answer when the question type was more difficult.
 * Mix up the order of the questions.
 * Don't always start at basic understanding.

What to do with the pre-assessment Data
 * Lowest achievers - need to work with teachers
 * Mid-level: spontaneous grouping based on needs
 * Pair two right answers with one wrong and let the kids explain the process to them (it could be a language barrier and they are more comfortable talking with a school mate than a teacher)

Textbooks:

 * Not really needed as much.
 * Use the money for copies, prints....and technology
 * Where do textbooks fit in in the 21st century?
 * They really don't
 * Higher ed has already started moving away from textbooks

On eInstruction CPS - there is a button that will toggle new data into the question - it recalculates the values.