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Assessments often ask students to tell us what they've learned, which reveals a shallow mastery of subject, ask them to show us instead!

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I know my students learn best when they are doing, trying, and applying. Then, too often, they need to take assessments that are all tell, tell, tell. We have regurgitation saturation. 

Shouldn't our assessments be as dynamic and engaging as the the best lessons we teach? What if instead of giving assessment that ask students to tell us what they've learned we ask them to show us? Show us how a certain math concept works, how waterways influence  civilizations, or how character overcomes a conflict. Then, the assessment continues to foster learning, instead of acting as an endpoint. 

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Andrew,
Yes! I was a middle school English teacher before taking over my school's MakerSpace and I am constantly struck by the similarities needed to craft both good writing and good things. I loved teaching English because so many of the assessments were pieces of writing. It felt like the assessments were authentic. I'd like to see us transfer that authenticity across the disciplines.
Best,
Sandee

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