Reflection: Continuous Assessment Transition to Energy Transfer Presentations - Section 2: Warmup


Near the end of the warmup segment of class, I asked my students to self-assess their understanding of the three-part problem. First I focused their assessment of the first two questions - these were what I determined to be familiar, though perhaps a bit hazily recalled due to our intervening vacation. I asked students to use a "fist-to-five" scale, using their hands as a qualitative indicator of their comfort with these problems. The response was a near-universal "five;" virtually every student indicated great insight and comfort. 

When I repeated the request to self-assess on the final part of the warmup the results were significantly different. While there were some "fives" there were just as many "threes," some "twos" and "ones" and a few "fists." This problem was identified by me as an extension, requiring students to fill in some information in advance of a final solution. This suggests to me a need to continue to present students with novel situations in an effort to build up their capacity to address situations that are not familiar, but that are nonetheless solvable.

  Student Self-Assessment: "Fist-to-Five"
  Continuous Assessment: Student Self-Assessment: "Fist-to-Five"
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Transition to Energy Transfer Presentations

Unit 3: Electricity and Energy Transfer
Lesson 10 of 13

Objective: Students will finalize their findings, their thinking, and their presentations about their recent energy transfer investigations and present in the next two classes.

Big Idea: Scientists regularly present their ideas, like ours about energy transformations, to their colleagues for critique and review.

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