Alternative Student Assessment Project

                                                    By Adrian Rosu

                                   Abstract

This project consists of four stages. Stage I explains my starting ideas. Stage II reflects curriculum mapping over a three month period. Stage III presents changes to my trigonometry assessments, and the addition of scoring rubrics. Stage IV covers my project analysis, what I would do differently, and questions for feedback on encountered difficulties.

Project Conclusions:

• Item analysis served as an excellent tool for identifying student knowledge gaps.

• Feedback is more valuable if students use it immediately. Post-tests are a good method of applying feedback.

• Open-ended pre-assessment allows teachers to make instructional adjustments, and students become more involved in their learning process.

• Utilizing scoring rubrics permits students to understand explicitly what is expected. Student responsibility and self-assessment improve due to rubric use.

• Ample and sequential directions should be given, especially when the assessment is of an unfamiliar type.

• Sufficient assessment time should be established to measure comprehension accurately.

• Students’ reflections could bring viable assessment suggestions. Students feel that they have a say in their assessment and take more responsibility for learning.
   

KWL Chart