Reflection: Student Self-Assessment Investigating Work and Forces - Day 1 - Section 3: One-question Quiz


I am a firm believer in formative assessment and try to employ a wide variety of formative assessment strategies. The one-question quiz, structured as it is, is a formative assessment strategy that has some elements of a summative assessment for students. I structured it that way so as to keep some leverage in place for students to strive toward understanding.

By allowing students to select a "lowest score," that is one below which I will ignore the result, students engage in a level of self-assessment. In addition, the anxiety of "failing" is absolutely removed while keeping in place the possibility for high achievement and its positive impact on one's grade. The questions are always on a single topic and focused on the most immediate new ideas. The time allotted is roughly ten minutes or so and, in that time, I receive a tremendous amount of information. Finally, the time it takes to assess an entire class is often less than five minutes. A quick look at a student's work will yield a score and I can simply circle an area where a mis-step may have happened. When I return the paper, I can have brief conversation about any issues and close the loop with individual students, often during passing time! Should it occur that a sizable group of students missed the mark, I can adjust my next lesson plan to revisit this question as a warmup problem.

  Keeping Formative Assessment Relevant to Students
  Student Self-Assessment: Keeping Formative Assessment Relevant to Students
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Investigating Work and Forces - Day 1

Unit 2: Electrostatics
Lesson 6 of 15

Objective: Students will manipulate elastic materials (rubber bands, plastic spoons, and springs) to generate force and distance data, then develop a model for estimating the work done.

Big Idea: Macroscopic scale objects (springs, for example) can serve as substitutes for microscopic scale objects like charges.

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