Social Studies Assessment Survey

To facilitate our virtual discussions on the topic of assessment--our topic for the next couple of Monday sessions--I am sending out this survey. From Kristin:

"It is often said that what we assess is what we value. If that holds true, how do we reconcile traditional assessment and grading at a progressive school? By the end of the three sessions outlined above we hope to raise really great questions about what we value, what we assess and why."

"In education, the term assessment refers to the wide variety of methods that educators use to evaluate, measure, and document learning. It can take many forms including: diagnostic, formative (generally includes homework), summative, portfolio, performance-based, standardized, high stakes, common, screening, and placement.

What follows are questions that Kristin has shared to frame our discussions. Since we won't have a joint opportunity to discuss these together, I am posing them as questions here. I will compile and subsequently share our collected results via our Social Studies blog.


             

             

Name: 


A red asterisk (*) indicates required questions.

  1. What are the "what if" questions that come to your mind when you contemplate assessment? For example, what if we no longer gave in-class timed tests? Our goal here is to think broadly and divergently.*


  1. Apropos assessment: what do we value and how do we measure it? For instance, do we value and assess work dispositions (risk-taking, completing assignments in timely fashion, etc.)? Social dispositions (collaboration, initiative, independence, etc.)? Thinking dispositions (making connections, uncovering complexity, considering different viewpoints, reasoning with evidence, etc.)?*


  1. Are we measuring what we value? Whether you indicate yes or no (or sometimes), why do you say that?*


  1. How do the following practices align with what we value: a) in-class tests and quizzes, b) participation, c) homework, d) extra credit, e) revision opportunities?*


  1. What are the constraints to aligning what we value to the practice of assessing? Are these true constraints? Are they constraints that come from history or tradition (it's just what we do)? Other thoughts on constraints?*





Mr. French
9th Grade World History
NC