tag:blogger.com,1999:blog-5439168179960787195.post1334606891503118247..comments2024-03-28T17:13:01.117+10:00Comments on Condensed concepts: Teaching and assessing high school studentsRoss H. McKenziehttp://www.blogger.com/profile/09950455939572097456noreply@blogger.comBlogger2125tag:blogger.com,1999:blog-5439168179960787195.post-53726421626178028622011-06-14T13:02:07.815+10:002011-06-14T13:02:07.815+10:00Erratum! The correct reference is: McKenzie, 2010,...Erratum! The correct reference is: McKenzie, 2010, http://condensedconcepts.blogspot.com/2010/06/goal-of-physics-undergraduate-courses.htmlmjdrinhttps://www.blogger.com/profile/09633851462012596171noreply@blogger.comtag:blogger.com,1999:blog-5439168179960787195.post-8162474080393029652011-06-14T12:59:29.618+10:002011-06-14T12:59:29.618+10:00I'd like to add a note in defence of the think...I'd like to add a note in defence of the thinking behind criterion-based assessment. <br /><br />My impression from my limited reading (`Understanding by Design' by Wiggins & McTighe, as recommended by Eric Mazur) is that the motivation is to teach high-level skills very similar to some of those you listed:<br />`* to solve problems<br />* to make orders of magnitude estimates<br />* to think and work quantitatively<br />* to think critically and evaluate truth claims...' (Mackenzie, 2010 June 16)<br />Their argument is that our existing assessment is passing students who don't have these skills, so you need to test against criteria, not just with numerical marks. The issue then boils down to asking if there is any evidence to show that this works better than traditional assessment marking or not. <br /><br />Either way I think it's a major step forward to start writing down the important skills as you have; thanks!mjdrinhttps://www.blogger.com/profile/09633851462012596171noreply@blogger.com