There were many questions in this chapter that I've asked myself many times and I still don't know how to answer them like: 1. "What should we look for, to determine the extent of student understanding?" 2. ..."what would count as evidence of successful learning?" (p. 146)
Throughout my teaching career, some of my students had a deep understanding of the material I taught, but they would do poorly during test time. My best friend (and math study buddy) had the same problem with math. When working on our assignments, she would explain to me the "why we do what we do" and how it relates to the "big idea". She was awesome, but would get anxiety attacks right before the test and almost fail. With this in mind, I've always tried to be aware of students who suffer from test anxieties, but I haven't yet found a way to assess students other than giving a traditional test.
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Hello! This blog will contain my thoughts, opinions, and ideas as I continue my career in teaching. Any comments or suggestions are welcome.
2 comments:
So, how do you think the concepts in UbD change the equation in terms of tests and anxiety?
Well...UbD helps teachers think of other ways of assessing students rather than the typical test. If this was the case in all my classes(as a student), I probably would have enjoyed them more, and there would have been less anxiety.
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