Reflection #2

Multiple choice and chapter tests can be a great tool to utilize; however as an educator, we must look at the bigger picture.  Teaching is like a big piece of pie, each piece representing different methods we use to teach.  If we only use one piece of this pie, we will end up with a partially empty pie plate.  Back to reality, the students will not only get burned out on chapter tests and multiple choice, but they will not be challenged enough.  Furthermore, things will become routine to them, and school should never be routine.  When I was in high school, I had a teacher that used the same repetitive method of reading the chapter, defining vocabulary, doing chapter summary, then taking a multiple choice chapter test.  Needless to say the whole year was routine in his class, and it got really old.  A multiple-choice test is a gift from above to a student that has not studied, especially if the answers are not challenging enough because they can just result to educated guesses. 

 I.

I like to use formative assessment whenever I can because it tests the students

knowledge, but seems to be less stressful.  For example, in my intro Ag Mechanics

Classes, I will ask them what is an alternative way to build their projects rather

than what is recommended.  This causes them to actually rebuild the project in

their heads.  To do so, they have to recall everything they have learned to

physically build what they are thinking.  As soon as one student starts it a certain

way, the other students begin to debate an opposite solution.  Other times are in my

wildlife class.  My students learned the importance of range management for wildlife

and what factors must be considered in making a management plan.  At the end of the

lecture I provided them with pictures of rangeland that was in very bad shape.  I then

asked  them what was wrong, as well as what needed to be done. They then assessed the

rangeland themselves and formed conclusions using what they had learned to improve the

property. 

II. For summative, a good example is a plant I.D. test that I gave my students.  The test consisted of me showing the students parts of plants such as leaves or seeds, then having the student name the plant, as well as identify which animals utilized it, and why it is a good resource on rangeland.  What I really would have liked to have done was actually take the students to a piece of land to look at the plants in their natural habitat where they could take in other factors of the land, however I will leave that for a later date. 

III.  Just as I mentioned in the first part of this reflection, education is like a piece of pie where every tool must be used to get the whole pie.  Formative are great to implement whenever to keep students on their toes and sharpen their minds for quick thinking.  Summative assessments provide a more planned for, serious attitude that an educator can really dig down deep to see where their student’s thinking is. 

IV. As I mentioned before, a trip to a rangeland for a hands on rangeland assessment would be very cool.  Depending on the circumstances I plan on having the Ag Business class complete a real life scenario farm ledger complete with balancing sheets that they have to balance.  I really like this form of assessment because it is truly a real life assessment that they will be doing some day, and they can see the relevance instead of some make believe fantasy world.  Finally, I think a formative hands on assessment in my intro Ag Mech. classes presenting the students with actual scenarios in the shop would be beneficial.  It is never enough to simply tell students safety rules and instructions, and by throwing out safety scenarios while the student has little time to think would get them to be able to think quickly when time is not a luxury, it could save someone’s life someday.