The Alternative to Traditional Tests
I looked back on my semester of teaching and thought, “Yeah, but what did they learn about learning? Did they really make the connection with the content?” Taking a multiple choice test on scantron wasn’t going to tell me that. They would memorize the content, take the test, and forget it tomorrow. So how could I assess what they learned without having killed me with grading in the process? Here are some ideas I came up with.
Time Capsule
After studying the post-Civil War era, my students had covered a lot of ground, so rather than a 200 question test, they had to create a time capsule with an artifact representing each decade. They had to have one for the 1910s -1980s. There had to be 3 political symbols, 3 social symbols, and 2 economic symbols. Each item had to have a paper attached to the artifact explaining what type of symbol, the decade, and why it represented that decade and category.
The students loved the assignment. It was a great relief for them not to have to study mindlessly for content we had been over that semester. Instead, they got to review the content and then reflect on what stood out to them. Afterward, I had them do an evaluation of the project, and most said they preferred this to taking a traditional exam.
Time Capsule lesson plan
The students loved the assignment. It was a great relief for them not to have to study mindlessly for content we had been over that semester. Instead, they got to review the content and then reflect on what stood out to them. Afterward, I had them do an evaluation of the project, and most said they preferred this to taking a traditional exam.
Time Capsule lesson plan
City Government Keynote
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This is an example of how the students had to compile all of their research to display what they learned about Memphis government. The students researched the content on the local government websites. They were given a template, but had to include hyperlinks to various pages to make it more like a website. City Government Info Worksheet |
Portfolios
Portfolios are certainly nothing new to teachers of the last 20 years, but using it as an exam may be a new idea. It makes students reflect on the content they learned while doing an assignment from earlier in the semester, but it also has them reflect on the process of doing the assignment as well - a critical skill to learn. “Why didn’t you do well? What would you have done differently? What would have made the assignment better for you? What skills were you supposed to learn in the process?” They end up thinking about so much more than just the content they learned.
I organized the portfolio exam by having one alternative assignment per chapter. Then at the end of the semester, those were the assignments in their portfolio. They had to keep up with the assignments or place them in their classroom folder (so they wouldn’t get lost). They were given the objective for each assignment, but it was their job to write a rationale (What do you think was the purpose for the assignment? What do you think you were supposed to learn?). That sometimes included time management, how to use a particular computer program and group work skills, in addition to the content. Then the student had to include the corrected assignment as their artifact to prove they achieved the objective. Finally, they had to do a reflection. What did you think of the assignment? Did you learn what the objective said you should? This forces the students to reflection on what they learned.
I know the portfolio sounds like a ton of reading to grade, but most of it can be skimmed, and it really isn’t so bad. So here is the breakdown for each assignment:
Objective - Give to the students by the teacher (1 sentence)
Rationale - What do they think was the purpose of the assignment? What were they supposed to learn? (2 or 3 sentences)
Artifact - The corrected assignment itself
Reflection - Did you learn what you were supposed to? Why or why not? (1 paragraph)
Example Portfolios:
Civil War Portfolio
Civil War Portfolio Rubric
Genetics Portfolio
Genetics Portfolio Peer Rubric
Genetics Portfolio Rubric
I organized the portfolio exam by having one alternative assignment per chapter. Then at the end of the semester, those were the assignments in their portfolio. They had to keep up with the assignments or place them in their classroom folder (so they wouldn’t get lost). They were given the objective for each assignment, but it was their job to write a rationale (What do you think was the purpose for the assignment? What do you think you were supposed to learn?). That sometimes included time management, how to use a particular computer program and group work skills, in addition to the content. Then the student had to include the corrected assignment as their artifact to prove they achieved the objective. Finally, they had to do a reflection. What did you think of the assignment? Did you learn what the objective said you should? This forces the students to reflection on what they learned.
I know the portfolio sounds like a ton of reading to grade, but most of it can be skimmed, and it really isn’t so bad. So here is the breakdown for each assignment:
Objective - Give to the students by the teacher (1 sentence)
Rationale - What do they think was the purpose of the assignment? What were they supposed to learn? (2 or 3 sentences)
Artifact - The corrected assignment itself
Reflection - Did you learn what you were supposed to? Why or why not? (1 paragraph)
Example Portfolios:
Civil War Portfolio
Civil War Portfolio Rubric
Genetics Portfolio
Genetics Portfolio Peer Rubric
Genetics Portfolio Rubric
Electronic PortfolioThe students used Google sites to make an electronic version of a portfolio assignment that I usually have them do on paper. It made grading it easier and certainly used less paper. The students were also able attach the electronic evidence of the assignment that they were reflecting on. I was also able to post the graded rubric as a comment. As they began the assignment, I made them complete one set of the rationales and reflections so I could give them feedback. The great thing about this was that when it came time to grade it, if they didn't take my advice I knew it because it was posted on the same page with their grade.
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