Wednesday, October 17, 2012
Blooms and Assessment
During our PD session today, we explored the value of our assessments and using Revised Blooms question stems, we analyzed one assessment that was given to our kids. We also worked together with someone NOT in our department to analyze our assessments and then create questions that combined both contents. Reflect on what you learned or thought about today's PD and what you might take away from it.
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In today's PD at first we found it difficult to relate our content to each others. Once we started discussion we found many similarities between career management and healthful living. We teach many of the same students so it will reinforce the lessons being taught in each class. We learned more about the revised blooms, and how to find question starters.
ReplyDeleteDiane and RONNNNNNNIIIIEEEE
Clark/Shannon (Shark)
ReplyDeleteLots of potential in cross curricular content.
Encouraged us to think about how we use vocabulary on a daily basis.
Realized we are doing a lot of lower order thinking. Need to integrate more evaluating/creating questions.
We feel that this activity was helpful in analyzing our own assessments. It was interesting to see how we can combine topics within different classes and how similar topics of content are covered in other classes. We will take the KNOWLEDGE gained from this PD and attempt to apply it regularly!! FLYNT AND TOLLEY - GRACIAS!!! :)
ReplyDeleteMelia and Teresa (Design Extraordinaire's) This was easy for the two of us because we teach across the curriculum incorporating art and design. Forcing us to think about the types of questions we ask will enable us to analyze our own effectiveness. "Are we just remembering, or are we truly creators?"
ReplyDeleteJohn Butler & Ann Pratt-
ReplyDeleteIt is very difficult to combine these particular subject areas, Music/chorus and Technology, Engineering, and Design. Questions could be more easily written for the ind. subject ranging from lower to higher on the bloom's scale. Both areas correlate creatively with implementation, although each subject has a different approach.
Rhonda, Ashlee, and Ann
ReplyDeleteIt was challenging to incorporate three different content areas into one question in a higher order thinking area. We also had to review the blooms taxonomy cognitive domain levels and realized that questions could fit into more than one level. We even incorporated math into one of our assessments along with PE, art, and computer classes. We will attempt to be more aware of using a variety of question types and assignments in class as they align with blooms taxonomy
Sweatt/Carlisle -- We both find looking at assessment styles to be helpful. Anytime we re-evaluate our questions (for both clarity and higher-level thinking) that is helpful to us, as well as our students. Part of this exercise also exemplifies the reason why students are exhausted after taking a quiz or doing an assignment that is ALL synthesis and evaluation. The only frustrating part for us is trying to classify questions that seem to be "in" MANY areas at the same time. We were more frustrated with where to place questions on the "worksheet" than we were with combining questions.
ReplyDeleteMcMillan/Duffy/ Shields-- What a wonderful, enlightening PD! It is so nice to know we do not have to work alone. YOU rock!
ReplyDeleteSeriously, our two curricular areas do lend to a great opportunity for collaboration. We could use the PBL PD that we got last year to have our classes do a joint project. We will fill in Mr. Duffy on the experience that we had in the "Team Building Challenge." Barbara said she'd support us.
Pelzetta and Beth:
ReplyDeleteIt is important to have students participate in higher order thinking skills across the curriculum. Thinking is what our kids will need; the days of regurgitating facts is obsolete. It makes them expand and grow and produce dendrites!!! Thinking and analyzing produces higher levels of engagement and achievement, as well as confidence in students.
Interesting, you think you have a good assessment AND it may be, based on information that they need for a state test, however when you analyze it, the ratio of higher to lower order is not what we want to grow our kids.
Miller/Mignone/Wagoner/ Holder
ReplyDeleteAs we looked at our assessments, we realized that most of the CTE test bank items are written using the first 4 levels of the Bloom's Taxonomy. The projects and labs the students perform in CTE courses are evidence of levels 5 and 6 in Bloom's. We also learned that it is possible to write questions that incorporate content, vocabulary and concepts from several courses. This would help the students make real connections between the different courses they take in high school. (Allied Health, Principles of Business and Foods & Nutrition)