tag:blogger.com,1999:blog-2467202639598238063.post2462340561382443077..comments2024-03-24T08:15:29.679-05:00Comments on misscalcul8: SBG: Questions Per Skillmiss.calcul8http://www.blogger.com/profile/02014623484245570719noreply@blogger.comBlogger8125tag:blogger.com,1999:blog-2467202639598238063.post-84650165672051932812010-08-31T20:20:29.539-05:002010-08-31T20:20:29.539-05:00I'm really glad you are blogging about this as...I'm really glad you are blogging about this as my school year begins next week. Thanks for working out a lot of my concerns with SBG ahead of time. I can speak for many others when I say that you've been incredibly valuable to all educators starting the SBG journey. Thanks!<br /><br />As a math teacher trying SBG, I'd like a math assessment to involve computation, application, and analysis. I'd say that a student that can only successfully navigate the "computation" question with not a high score on application/analysis is at the basic knowledge level at best. Where there will be struggles I'm guessing is those gray area students that are almost there on application/analysis. It's obvious that a student that can do all 3 on a quiz successfully has mastered that skill at this point in time.<br /><br />Computation and application are relatively easy types of questions to generate. Analysis is difficult, where you're asking a student to generate a result and make some inference/decision based on their result. What's weird about this in Math is that the computation can be done incorrectly, but with an appropriate conclusion based on that result. <br /><br />I'm sure you will get much better at making or assessments and grading them over time. Remember, you are an SBGBeginner, and have created a wiki that says just that.<br /><br />Good luck, and I look forward to hearing more from you!<br /><br />-JasonChristiansenhttps://www.blogger.com/profile/01822284650516735371noreply@blogger.comtag:blogger.com,1999:blog-2467202639598238063.post-18782005563816562562010-08-31T18:28:33.712-05:002010-08-31T18:28:33.712-05:00Matt,
Thanks for the comments. I am trying the Ma...Matt, <br />Thanks for the comments. I am trying the Marzano method for now and we will see what happens. I know what I should do but I have trouble creating my assessments first and I'm never sure of what they should be able to do. I just need someone to tell me what they should know and then sbg would be a whole lot easier! lolmiss.calcul8https://www.blogger.com/profile/02014623484245570719noreply@blogger.comtag:blogger.com,1999:blog-2467202639598238063.post-68371858280606827752010-08-31T18:11:34.860-05:002010-08-31T18:11:34.860-05:00P.S.
Your questions and my answering them helped m...P.S.<br />Your questions and my answering them helped me solidify a lot of the same questions/issues I was trying to figure out...so thanks!Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-2467202639598238063.post-43737382728729830832010-08-31T18:08:26.570-05:002010-08-31T18:08:26.570-05:00Elissa,
As far as writing the assessment first: Yo...Elissa,<br />As far as writing the assessment first: You have your skills. Decide the "4" or "5" level of question you think they should be able to perform once they have received your instruction. You now have your quiz (maybe the second or third edition). Now, make a couple of questions up that are easier for their first and second attempts. So, when you instruct, you teach them the skill in that progression (easy to hard) to get them to the "5" level.<br />I think 2 questions per skill on a single quiz is enough to be able to tell what score to give them. It should be one score for that topic based on how they answered both questions combined. I would stick to 2 questions every time.<br />The Marzano levels idea doesn't work if you do skills instead of topics. A topic is more encompassing and can have levels- so you can say "1" if they do this much; "2" if they do more; and "3" if all of it is correct.<br />If you want higher levels on Bloom's- make that your "5" and work backwards from there.<br />Hope that helps.<br />MattAnonymousnoreply@blogger.comtag:blogger.com,1999:blog-2467202639598238063.post-80938753798866335182010-08-30T20:00:30.874-05:002010-08-30T20:00:30.874-05:00i did some research on frayer's model.
althoug...i did some research on frayer's model.<br />although it's a good way to promote vocabulary, there's a couple of ways to improve it.<br /><br /><br />1. USAGE<br />in maths, knowing how to define something scientifically may not be as important as knowing what it can do.<br /><br />what can phytagoras theorem do?<br />1. help u calculate one side of a triangle when two other sides are given.<br /><br />2. know whether a triangle has a hypotenuse when given its three sides, by checking whether a^2+b^2 = c^2<br /><br /> <br />2. RELATED TERM<br />related terms are the vocab that is related to the one u're learning.<br /><br />in learning bout phytagoras, u need to know bout right angle, hypotenuse and etc.<br /><br />this can promote the students to *pinpoint* the connection between one terminology with another, to improve their understanding and memory.<br /><br /><br />"in geometry, understanding the vocabulary is synonymous with understanding the concepts."<br /><br />have u ever heard of natural vs artificial definition in cognitive psychology? most students know what something is ie they can point it in an image and what not, provide recognition, but they have problems explaining things *linguistically* in detail as demanded by maths.<br /><br />why?<br />coz these kids are taught maths, not how to articulate. <br /><br />so i guess, if u want ur kids to score the vocab test, u gotta teach them how to define things in maths.<br /><br />this can usually be done by taking the defining characteristics and organizing them into a cohesive whole. <br /><br />why? because a concept is basically defined by its characteristics. learn to explain the characteristic, and u'll learn how to define the concept.<br /><br />u need an anchor example ie prototype that clearly illustrates a particular concept for this exercise to work.<br /><br />1. get the anchor example ie prototype<br /><br />2. analyze the characteristic<br /><br />3. which characteristic can be categorized as the essential characteristics? list it.<br /><br />4. from the essential characteristics, what are the defining characteristics?<br /><br />5. write down the definition by your understanding of step4.<br /><br />lemme summarize the flow<br /><br />example<br />=> analyze characteristic<br /> => essential characteristic<br /> => defining characteristic<br /> => definition<br /><br />this way, their definition is built from their understanding of the concept instead of being recalled from memory.<br /><br />then u can give them other concept and example, and ask them to produce the definition. later on they can check the definition they generated and the one given in the book for proper feedback.<br /><br />i havent tested the instruction i juz explained. it was kinda spontaneous. so i hope it helps :Pthinkerhttps://www.blogger.com/profile/18244840969673116522noreply@blogger.comtag:blogger.com,1999:blog-2467202639598238063.post-21465578351948312162010-08-30T09:45:54.895-05:002010-08-30T09:45:54.895-05:00Raymond,
I understand your recommendation and the ...Raymond,<br />I understand your recommendation and the students have a list of the skill and it's number. If you asked my students what skill we are working on, I doubt they would know the correct number anyway.<br /><br />I did realize that I should label my quizzes with the skill name and even the entire skill spelled out.miss.calcul8https://www.blogger.com/profile/02014623484245570719noreply@blogger.comtag:blogger.com,1999:blog-2467202639598238063.post-71889942418019596672010-08-30T08:38:23.975-05:002010-08-30T08:38:23.975-05:00Can I make a recommendation? Instead of numbering ...Can I make a recommendation? Instead of numbering your skills, name them. If I were to ask your students, "What are you learning?" I'd rather hear them say, "Systems of Equations" than "Skill 9."Raymond Johnsonhttps://www.blogger.com/profile/14213559862857292867noreply@blogger.comtag:blogger.com,1999:blog-2467202639598238063.post-85322196261459976592010-08-29T21:10:48.575-05:002010-08-29T21:10:48.575-05:00Hihi!
I too am trying to figure out the SBG thing...Hihi!<br /><br />I too am trying to figure out the SBG thing, but in calculus, where some of the questions are more involved/take longer.<br /><br />If I were doing it for Alg II, I would give a couple questions on the same skill, and then give them a score (based on some sort of rubric) from 0-4 or 0-5 or 0-whatever on that skill. Like, looking at all the different problems on the same skill, I think this kid knows the material at a 2 level -- or something like that.<br /><br />I think it's okay to think more holistically and less like we used to think when grading, because we don't need to parse things as much.<br /><br />At least, that's how I'm thinking.<br /><br />SamSameerhttps://www.blogger.com/profile/10743884978903636387noreply@blogger.com