Hey guys,
I've been thinking lots lately about student choices in regards to how they are assessed in a classroom. I understand that core subjects like math or chemistry it is not as likely to involve students in how they are assessed, but maybe not. I've been thinking about it in regards to a physical education setting to give students more meaningful assessment, but what if we used it in other classes like socials. What if students had a choice of what types of assignments and projects they did and how they were weighted. Things like tests maybe necessary (especially in a class with a provincial exam), but maybe homework assignments like papers could be switched up to posters, plays, diaramas, collages with a summary etc. Set it up so students have to select one or the other for a certain percent. OR they could choose to select how much a poster is worth and how much a paper is worth (for example they have to choose that the paper is worth either 20% or 30% and the paper is worth either 20% or 30% and they must total up to 50%) so that the students feel they have slightly more control over how they are graded.
Just a random tangent I know. Thoughts?
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Kali I really like this idea of giving them choice. I am all about creating successful experiences for ALL students. I think allowing choice gives students greater ownership and in return they would become more invested in the work that they do. I know that I definitely will incorporated this type of idea for english- poster, pamphlet, video etc. I realize this will be extra work, especially in ensuring that the criteria for each is equal and fair but I totally think it's worth it. I also would use this in PE- letting them choose what tasks will be worth what percentage etc to again allow greater success. I do think that we need to be careful with this though and be sure to set guidelines and not allow too much choice because that could become really ugly, really fast!
ReplyDeleteThat is a very interesting concept. I am all about student being successful. This concept could help with students' success, in that they will be able to do what they want and they will hopefully be interested in what they are doing and obtain a great mark. However I also think this can go the wrong way. Students may take advantage of this situation... and yes it could get ugly really fast.
ReplyDeleteI love this topic, so interesting. I think the key to student choice revolves around A: structure to the choices and B: the meaning of the word "choice".
ReplyDeleteTo give student's choice is fine, but you as the teacher need to limit the choices. If you say anything goes then I imagine student's will not help you when it comes to assessing them. giving them choices on how the want to be assessed and a clear lay out of if you choose this, this is expected would make it work. For example one of the PLO's for music education revolves around student's understanding career and community opportunities with music. In my curriculum assignment for one of our classes, I've given the student's a "choice" of three presentation methods, either: a podcast of a made up interview (that contains factual information), a fake job posting outlining credentials for a musician job, and/or a poster presentation. This way student's can take a bit more ownership, have a choice, and it's still within the parameters for me to assess them fairly. As far as percentages...that's a little tricky, not sure I agree if letting them choose what percentages would work best. You might get the student who says "alright well i'll do one assignment for 100% and the rest for 0". Then when your principal says "so how were your students assessed?" well...that's gonna look pretty messed up and unjustifiable when little billy has one assignment worth 100%, got 100% and only demonstrated about...5 PLO's. Just a thought or seven:)