| |
|
|
| |
|
|
|
|
Multiple-choice test
One year Nancy taught a young football star named Len. Len did not pass the first quarter of chemistry and was in danger of failing the second quarter. At this time, Nancy was using the multiple-choice "pullout tests" that accompanied the textbook to assess her students' understanding of chemical concepts. However, during the second quarter, she decided that too many of her students were failing her class and showing a lack of motivation toward learning the concepts. She decided that her students needed an opportunity to view and appreciate chemistry as a lifelong learning experience, and she began to think that maybe her teaching strategies did not match the way her students were assessed. She wanted to make chemistry enjoyable for her students, and at the same time she wanted them to understand the basic concepts.
What should Nancy do? |
|
|
|
|
| |
|
|
| |
|
|
| |
Solution 1
Posted October 14, 2014 1:57 am |
|
|
|
| |
Nancy should teach the basic concepts of chemistry and then set up different labs around the room to allow students to show mastery of the skills. These labs could include many different things depending upon the topics that are currently being taught. Labs could show how chemistry is used in different fields such as forensics, healthcare, cosmetology, automotives, or culinary arts. Students would not only be interested in hands-on learning in a live work type of setting, they would also be excited about learning in a new way. Nancy could complete the lesson after the lab by having students write a short essay detailing another way to use chemistry in the way they have just done. This would not only give her feedback on the depth of understanding, but could also give her ideas of labs to use in the future. |
|
|
| Comments posted for this solution |
|
|
I do agree with expressing all the different fields that chemistry takes palce within. This may peak a studnets interest. |
| |
Posted on: October 16, 2014 8:14 pm
|
|
|
|
|
|
|
|
|
| |
|
|
| |
|
|
| |
Solution 2
Posted October 19, 2014 7:31 pm |
|
|
|
| |
Nancy could find ways that the students can apply the materials in their own lives. Chemistry was one of the hardest classes I took in high school, and it wasn't because I wasn't interested. Often, it was because I didn't know how to translate the information I had been taught into the assessments I was given. If it weren't for the labs in the class, I probably would have been struggling as well. The labs usually helped me to retain the information. When my individual interests were being stimulated, I became more successful. |
|
|
| Comments posted for this solution |
|
|
yes! I like your solution! |
| |
Posted on: October 13, 2022 5:32 am
|
|
|
|
|
|
|
|
|
| |
|
|
| |
|
|
| |
Solution 3
Posted March 11, 2015 4:01 pm |
|
|
|
| |
Nancy should look closely at the "pullout tests" and determine their validity and reliability. Secondly, she should consider limiting the use of multiple-choice tests, instead differentiating her form of assessing student mastery. As mentioned in other solutions, labs are a great options. Also, students can create presentations to show their understanding of chemistry concepts without conducting actual experiments. Nancy should differentiate her assessments to allow for more than one type of learner. |
|
|
| Comments posted for this solution |
|
|
|
|
|
| |
|
|
| |
|
|
| |
Solution 4
Posted February 25, 2016 11:49 pm |
|
|
|
| |
The usual multiple-choice test is a good way to assess students, but should not be the only form of assessment. Not all students are good paper test takers and especially in a tough topic like chemistry, students need for lessons and assessments to be memorable. Not in the form of note card memorization, but in the form of finding ways to relate chemistry to something that will click in the student's mind and bring the information to the forefront. |
|
|
| Comments posted for this solution |
|
|
|
|
|
| |
|
|
|
