Posts Tagged 'Exam'

Final In the Course What is it really?

We are within a few weeks of  finals.  Some good questions to ask are   What is a final?  What learning do we want the students to  show on the final?

A history teacher  tells his students that the final is on  Chapters 1-15 and all they have to do is know that information. Obviously, the students become overwhelmed because they do not know what is really important in the chapters.  They do not know the format of the final – multiple guess or essay writing? They have no idea of how to study for the final.

Teachers give paper and pencil finals, scantron finals or online computer scored.

Let’s look at some possible types of  written final (not project based):

Wikipedia  defines a final as a big unit test.  The final covers the same material that has been previously covered and in the same way but covers more of it in one exam.  An American History final is just  parts of previous tests;  instead of 50 questions, the students have 200 questions.

– Some teachers give a put-it-all-together test in which students have to integrate what they have learned during the course.  For example, an 8th grade  Science final involves students reading and critiquing an experiment on the health of a local stream.  They have covered everything previously in individual sections such as  the biological or physical aspects but they have not had to go to the big picture of the whole stream.

– Some teachers create a final that consists of  the final improvement on previous work.  For example, students have revised a Contrast essay previously in English class and they do a final revision as  their final.

– Some teaches create  a final that goes  far beyond what the students  have learned in class. The final  includes brand-new material such as many vocabulary words  the students have never seen and it may ask  them to do tasks that they have never done before in class. For example, in class students have only answered literal questions on  reading passages  but the final has mostly inference reading questions.   The final generally does not test the regular forms but focuses on all the irregular forms or exceptions.  Only the A+++ students might pass this final.

Some questions about a final:

Do the  students know what precise learning goals will be on the final? Do they know which learning goals are the most important for success in the final?
Do they know how these learning  goals  will be tested such as multiple guess or try to fill in the blank?
Does the final reflect the same level of learning as  done during the course?
Do the students have a sample final that mimics the final  both in content and format?  Do they have an online practice that explains the wrong answers?
Is the final an opportunity for the students to show how much they have learned?

What type final do you give?

I have 20 Spanish spontaneous speaking activities at Teacherspayteachers:  http://bit.ly/tpthtuttle

My formative assessment books:   http://is.gd/tbook

Students Create Own Class Final Based on Portfolio

In my speech class, I have given my students a choice of which of the nine speeches that they have already done that they wanted  on their final. I told them that the final had to consist of  three of the speeches that they had given;during the final they would drastically improve on the already given speeches.

I listened as they talked about which speeches they thought would most benefit them. They talked about the portfolio that they have to create as a requirement of the college.  They thought of which speeches would most impress a future employer. They all agreed that the “Tell Me About Yourself” interview question speech was absolutely critical.  They next agreed on the Persuasion speech since it shows how they can convince others of their ideas. Finally, they decided that they would do an Information speech since often in work, they give information to others.  Most of them had already done these speeches on areas in their future career.

Their discussion revealed much about their understanding of their future careers,  their showcasing themselves during an interview, and their analyzing the various speeches we had done.

Do you have your students have input into their final? What criteria is used to select material for the final?  Does it serve a “greater purpose”?

Final test or Improved Learning?

Final or Formative Final

A student questioned the final in one of my courses. He said that he had self-assessed his work, he had made changes, I had assessed it, and he had made more changes, and now he was handing it in as the final. He was confident that he had done a good job; he really had done a great job. He questioned how it was a final if he knew what he was to do and if he and I had helped him to do a good job. He felt that those two things went against all he knew about finals. He never knew a final where he was allowed to improve and improve. He only knew of finals where he took finals where he guessed what was on the finals and then he received a grade. He also admitted this final was harder since he knew what he had to do, he could not fake it, and he knew that he had to show growth each time an assessment was done.

So what type final do you give?


RSS Education with Technology

  • Tech Integration Teacher, What time is it? August 23, 2016
    When someone asks what time it is, that person wants to know the time, not the history of the clock, not how a clock works, and not what other types of clocks there are. Classroom teachers want to help their students improve their academic learning through technology. Sometimes they need help with technology so they go […]
    hgtuttle
  • Curriculum Focus, Not Technology Focus July 28, 2016
    In my public school career I have been a classroom teacher, a technology integration specialist and a technology administrator. In my technology role, I served under the Assistant Superintendent for Instruction. She had a simple mission: Improve students’ academic learning. My mission was equally simple: Improve students’ academic learning through technology […]
    hgtuttle
  • Students React to Digital Badges: Pros, Cons and Interesting June 22, 2016
      ISTE 2016 By Harry Grover Tuttle, Ed. D. College World Language Students’ Preferences Digital Badges – 52%        Paper Certificates – 48% World Language: Can-Do Digital Badges Digital Badges Pro- – Breaks down proficiency more – Shows all badges at once – Is more attractive – Is more appropriate since we use […]
    hgtuttle
  • Digital Badges: Naming the Badge October 29, 2015
    Once teachers have selected what learning and what digital badges (individual or category badges; see previous blog), the teachers encounter another decision. What will they name each badge? Will they use the full name of the Common Core Standard or the national proficiency? For English, under “Speaking and Listening,”will they write out SL.2 “Integrate and […]
    hgtuttle
  • Digital Badges: Better Than Grades? October 19, 2015
    Teachers understand that the grade in a course consists of many different factors such as homework, participation , projects, tests, etc. Blodget observes that sometimes grades reflect attitude, effort, ability and behavior (http://www.academia.edu/9074119/Grading_and_Whether_or_not_Grades_Accurately_Reflect_Student_Achievement). Equally important, a letter […]
    hgtuttle
  • World Language Students Use of Mobile Devices in the Classroom October 5, 2015
    Do world language students use technology n the classroom? Do their  teachers go beyond having their students use technology simply for the drill and practice in vocabulary and grammar? Students can use laptops and mobile devices to hear authentic language, read authentic texts, read tweets about famous performers, see up-to-the-moment culture,  watch video […]
    hgtuttle
  • Digital Badges: Individual or Categorized Learning Badges? September 12, 2015
    The idea of digital badges sounds appealing for the digital children in classes. As teachers start thinking about digital badges, they have to figure out what badges will be awarded. The teachers can award social or academic badges. If teachers decide to use academic badges, then the teachers may base their badges on the Common […]
    hgtuttle
  • English +Common Core +Mobile = Success (ISTE2014 Poster -details) June 30, 2014
    Here are the ten examples I showed at my English + Common Core  + Mobile ISTE 2014 Poster Session: Based on CCSS Anchor Statements: L.2 Take a Conventions Mobile Online Quiz  to pick the  incorrect sentence from four choices (capitalization) SL.2  Evaluate audio recording of a  book chapter on mobile and predict for next chapter. […]
    hgtuttle
  • Global Cultural Learning Using Mobile Devices (ISTE Mobile MegaShare Presentation) June 28, 2014
    Based on my presentation at ISTE 2014 Mobile Megashare Why teach about other countries? Location: Large view to small on maps. Culture or culture. Find six similarities in a  mobile picture from another culture (“Wars are caused by differences, not similarities.”-Tuttle.) Tell one piece of information from each different Internet visual from a place in that […]
    hgtuttle
  • English + Common Core + Mobile = Success in Learning Poster Session at ISTE 2014 June 25, 2014
    In my ISTE Sunday 8-10 am poster session, I demonstrate many diverse mobile activities to help students achieve the English Language Arts Common Core Anchor Statements through mobile devices. The mobile activities focus on free common tool apps that are available on both the Android and the iPad. The students use the apps as a seamless […]
    hgtuttle

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