Student-Developed Assessments: Body System Research Projects (Day 6 of 6)

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Objective

SWBAT apply their knowledge of human anatomy to create an assessment for their peers.

Big Idea

Time to show your skills by creating a quiz for your friends!

Hook - The Body Is Amazing!

5 minutes

As an anticipatory activity, students will asked to record the three most interesting/facts about the body system that they researched through the Body System Research Project (research day and presentation day).  This prompt is designed to encouraged students to consider ways that their body system keeps the body alive, contributes to maintaining homeostasis, and is more intricate beyond our imaginations!

 

Direct Instruction - Time To Be The Teacher

5 minutes

This is your students' dream come true . . . they are going to help create the assessment that the class will take at the end of the human anatomy unit.  

Students are instructed to work in their usual lab groups of 3-4 students each depending on class size and student attendance. 

The Students' Task: Student groups will create at least 5 questions that pertain to the main structures and function of their assigned human body system.  Students can develop questions that are fill-in-the-blank, multiple choice, short answer, or matching to contribute to the class' assessment.  Student groups will also provide an answer key to their questions to ensure each student in the group knows the correct answers to the questions that they are writing.  The students are empowered to write these questions to help convey the most important facts that they would like their peers to learn/remember about their body system.

The Teacher's Task:  Once each of the student groups have submitted their 5 review questions, the teacher will have to review the questions for clarity and grammar.  Keep in mind that students do NOT know how to write like a teacher and although they have given their best effort, many of their questions will need to be reworded so that the other students in the class understand the meaning of each question.  After reviewing all of the submitted questions, the teacher will select 2-3 questions per group to be part of the actual assessment.  

See the Teacher Reflection above that discusses the benefits and drawbacks of this instructional strategy.

Guided Practice - Creative Collaborations

40 minutes

The students are given time to collaboratively create their 5 review questions and answer key.  Keep in mind that it takes students WAY LONGER to create questions than it does a classroom teacher.  The objective of this activity was to serve as a student review so it is important to allot enough time for students to complete the following tasks:

  • Review their research notes and textbook
  • Draft their initial questions
  • Conference as to which questions are most important and worthy to be submitted 
  • Create an answer key to the assessment

Sample Student Group Questions - this document demonstrates the student groups' contribution to the class assessment.  The teacher read through the submissions and circled the questions that conveyed the most important concepts for the rest of the class to have to answer on the quiz.  These questions were then retyped, and sometimes reworded, to create the final draft of the assessment.

Sample Student-Developed Assessment: Period 2-  This is just one of the four different quizzes that were created as part of this instructional strategy.  Each class created and took a unique version of the quiz.  It was important for students to see the questions they developed on the quiz - their pride of ownership!

Sample Answer Key -  Each group submitted an answer key that provided the correct responses to their 5 original questions.  It is IMPORTANT for the teacher to review these answers because there instances where students submitted incorrect answers . . . yikes!

 

Close - Being The Teacher

5 minutes

As a follow-up to today's lesson, students are asked to respond to their experience of getting to "be the teacher".  Topics for students to consider include:

  • How did you decided which topics should be included in your questions?
  • Did you use your notes, your textbook, or both as a resource?
  • Was it easy or difficult to create an answer key?
  • Did you enjoy the process of creating questions for your peers?
  • Would you want to be a teacher now that you have had this opportunity?

The learning objective for this lesson was for students to view the curriculum from the lens of a teacher.  Students were encouraged to pour over the content from the Body Systems Presentations and provide the most relevant and important topics that pertained to their research.  This challenge required students to prioritize their information, construct clear questions, and be able to provide the correct responses to their developed questions.  Students enjoyed the opportunity to "play teacher" which made them slow down their learning process and really focus on the content.  This is an effective review strategy to assist your students as they prepare for unit assessments.