In part 2 of this blog we discussed the accuracy and payoff of using alternative assessments in a MakerEd context. In this blog we will get down to business looking at how to use self-assessment in real world project context. Nina Rodriguez, the coordinator of the Innovation and Design Lab at Downtown College Prep (San Jose), will be joining this conversation to talk about examples of self-assessment used in her classrooms.
In part one of this blog, we discussed what self-assessment is, and the relevance of using alternative assessments in your MakerEd program or school wishing to usher in more student choice into the curriculum. In this blog, we will do a shallow review of what has been written about self-assessments. This will include work being done on the frontlines by teachers (blogs and articles), as well as published studies from academia about the efficacy of self-assessment. We will focus our discussion of efficacy on two parameters, accuracy and return for time invested.
The purpose of teacher driven assessment is to measure whether a student is ready to move on to the next topic in a given curriculum. Often this translates to the next chapter of a text book. If the student passes the teacher’s assessment, the next step in her education is given to her in lockstep manner. This approach to learning and assessment, while comfortably quantifiable, unfortunately fails to approach the full spectrum of learning that modern day education has to offer children and adults. Throw MakerEd spaces into the mix, and you have a recipe for a revolution in assessment, beginning with handing the right and responsibility of assessment, over to our students.