Assessment: Checking for Understanding

1. Assessment: Checking for Understanding How do we know they know what we want them to know?

2. Pitfalls • “Does everyone understand?” • Calling on those who always raise their hands • Jenny gets it, so everyone must get it. • Shallow understanding

3. “Does everyone understand?” • What are the drawbacks of asking the whole group if they understand?

4. Calling on those who always raise their hands • What are the drawbacks of calling on the select few students who raise their hands during the session, and not anyone else?

5. Jenny gets it, so everyone must understand • What are the drawbacks of assuming one student’s understanding is representative of the whole group? “Understanding is a two-way street” -Eleanor Roosevelt

6. Shallow Understanding • How does a tutor check for ‘shallow’ understanding? • How can they dig deeper to find out if students understand information on a higher level of Bloom’s taxonomy?

7. Assessment Through the Session • Muddiest Points (Before/After) • Listening/observing students when working collaboratively in groups • Students summary of lesson/session in last 5 minutes • Technology (Socrative demonstration if time)

8. After Assessment… • What should an SI Leader do in light of gauging student assessment, if they have concerns about how well certain students understand the material? • What if they have concerns about the majority of students’ understanding about a particular concept?

9. Thank you! Made for the benefit of awesome SI Leaders. By Alex Lamon First presented Fall 2013