Table 16: [Potluck] Assessment: Quick Activities to See If They Are Getting It
DOI:
https://doi.org/10.13021/G8itlcp.9.2017.1875Abstract
**Participants are strongly encouraged to bring a few printed copies of a specific example activity, assignment oràstrategy they use in their classroom related to this topic to share.**NOTE: You can still join a potluck even if you didnââ¬â¢t bring anything!
Welcome to ITL and this table! ÃÂ Join your fellow Mason instructors to informally discuss this table's topic. At the table, you will find desk copies of related resources (digital versions are available below), and an experienced Mason colleague who has experience and strategies related to this topic.ÃÂ ÃÂ Not sure what to talk about?ÃÂ ÃÂ Here are some conversation starters:
Share a little about yourselves:ÃÂ
Department
Years at Mason
Courses you are teaching
What excites you about teaching?
What brought you to this table?
If you were going to give a one-question quiz at the beginning of your first class next week, what might it be, and why would you want to know? What question might you ask midway through that class? What question might you ask at the end of class, and why?
If you were going to assess studentsââ¬â¢ core knowledge (whether they could remember, identify, or explain information or concepts), what would you want to ask about?
What if you were going to assess students higher-order thinking (how they evaluate, analyze, apply, or create ideas/knowledge) -- what kind of questions or tasks would show you that they know what theyââ¬â¢re doing?
Consider one of your long-term projects or unit-wide exams: at what points in the middle of the learning process would it be helpful to check in with students? How and with what foci could you do that?
