Contents
- Student A: Understand the system
- Student B - perfectly memorized the pattern
- Student B - can get grades
- Five checks without additional checks
- What a mark measures and what can not measure
- Questions that give more information than “What did you get?”
- When assessments are important
- Mini-audit in 15 minutes
- What to develop next to assessments
Three students get an A for the same test. The result is one, the learning process is three completely different stories.
Student A: Understand the system
It solves a familiar problem, explains the principle, and rebuilds itself if the condition is slightly changed.
Student B - perfectly memorized the pattern
While the task is similar to training, the result is high. An unfamiliar format dramatically reduces confidence.
Student B - can get grades
He understands the requirements of a particular teacher well and optimizes efforts for the control. This is a useful skill, but it is not identical with deep understanding.
Five checks without additional checks
- Explain:Tell the subject to a person without preparation.
- Invent:Create your own example.
- Find the mistake:Discuss the wrong decision.
- Postpone:Apply the principle to a new situation.
- Remember later:Check the knowledge after a pause.
What a mark measures and what can not measure
| It might reflect. | Maybe not. |
|---|---|
| Performing a specific task | Sustainability of knowledge in a month |
| Knowledge of format | Transition to a new situation |
| Carefulness. | Depth of understanding |
| Preparation | Self-sufficiency |
Questions that give more information than “What did you get?”
- What's clearer today?
- Where was it difficult?
- How would you explain the subject to me?
- What will change if the condition of the task is changed?
- What mistake do you see now?
When assessments are important
In the real education system, they can affect admission, reporting, and access to programs. The problem does not begin with the existence of grades, but with turning a single digit into a single indicator of learning.
Mini-audit in 15 minutes
| Step. | What to watch |
|---|---|
| Explanation | Connectivity |
| A new example | Flexibility |
| Mistake. | Understanding the principle |
| Repeat a week later | Sustainable |
What to develop next to assessments
- independence;
- curiosity;
- Ability to ask questions;
- Ability to recognize misunderstanding;
- transfer of knowledge.
A good assessment is a nice signal. The ability to explain, apply, and preserve knowledge is much stronger.
