Solutions

(“Solutions,” n.d.)

Proposed Mathematics Assessment (Middle School)

In a traditional mathematics assessment, questions are often presented very abstractly and there is a huge sense of repetition. This sense of repetition implies that the assessment focuses more on computation skill rather than conceptual knowledge. For example, first consider a 7th grade assessment which has students solve for x. Each question gets more difficult by adding in new "rules" such as fractions, variables on both sides, etc.

There is a large assumption that can be made about this traditional assessment. If a student was to use a calculator or the internet, the problem would be trivialized.

In the proposed mathematics solution, we can assume two things: 1) The student is allowed to use the internet, and 2) The student is allowed to use a calculator. Having a problem like this requires higher levels of thinking, it cannot be easily solved by using Google or a calculator, and it's a real question with a context, instead of abstract notation on a page.

Gotham City Taxi. (Illustrative Mathematics, n.d.)

Proposed Science Assessment (Kindergarten)

In a traditional science assessment for Kindergarten, the assessment would be students working in their workbooks to show their understanding. For example, the teacher would do an experiment in front of the entire class. After the experiment is done, the students would individually write or draw in their workbooks to show their new understanding.

A proposed solution to change this form of assessment would meet the needs of a 21st century learner. It is hands on, uses technology, and most importantly challenges students to problem solve.

In a traditional science assessment for Kindergarten, the assessment would be students working in their workbooks to show their understanding. For example, the teacher would do an experiment in front of the entire class. After the experiment is done, the students would individually write or draw in their workbooks to show their new understanding.

A proposed solution to change this form of assessment would meet the needs of a 21st century learner. It is hands on, uses technology, and most importantly challenges students to problem solve.

Students would be given different objects and be asked to produce something using what is given to them. Students will have to experiment with magnetic forces and circuits. Ultimately, students are given the opportunity to problem solve how to attach the objects together and creat or re-create an object.

(Raoof, 2013)

Proposed Science Assessment (Junior High)

Instead of taking a standard quiz (as seen above), students will produce a piece of multimedia explaining their understanding of how the Earth came to represent its current structural form (example video below). Within this piece of multimedia, reference should be made to the different layers of the Earth, as well as the forces of density and gravity. Once completed, the piece of multimedia must be uploaded to the internet where it can be viewed and commented on by peers in the science education community. After the piece of multimedia has been reviewed by the community, the student must reflect on their product, and describe any changes they would make if they were to revise the product (actual revision of the product is optional).

By having students create a multimedia presentation, you are much better able to assess their thinking process when it comes to specific content knowledge. Students are forced to explain their thoughts, and no longer retain the opportunity to guess what the correct answer is. Sure, a student could look up similar multimedia presentations on the internet, and those might serve as starting points for such a project. I would argue that even by accurately copying or remixing someone else's work, students would be demonstrating a certain level of knowledge of the material.

Further value is added to this multimedia approach when students begin to share their work. Once a student has published their presentation, a review process will take place. This might be from peers in their class, but for maximum impact should be opened to the wider public. Once a student has received feedback on their presentation, they can then reflect on their original piece, and determine whether they thought their thinking was accurate, and clearly conveyed. This self-reflection (metacognition) process will allow for another opportunity for learning, and further refinement of the student's content knowledge.