I had students each write their own version of the test for Unit S. Then, they took each other's tests as the "real" assessment in class.
I would have to say this is the HOTtest (Higher-Order-Thinking) testing experience my students have participated in. It wasn't about remembering, understanding, and spitting back out. They truly had to apply their knowledge, analyze problems (the ones they wrote and the ones their classmates' wrote), evaluate not only the problem itself to see if it was valid and included all needed information appropriately but also their classmates work on the grading day, and of course - creating!
It was awesome! Here's what a few of my students had to say about the experience of creating a test:
"It was interesting being in control and deciding which problems would be appropriate for a Math Analysis Honors Student. I learned to care about someone else’s grade and make sure that I made the test as best as I possibly could so that the test taker would not misjudge their understanding about the Unit. It also felt rewarding that I created a test and being in Mrs. Kirch’s shoes was not an easy task, but printing that test felt like such an accomplishment."
"I think it was really interesting to write our own problems and come up with a test. At first I thought it was going to be easy but once I started to write the test I realized that coming up with problems actually required a lot of thinking. It was a new experience and made me see what Mrs. Kirch goes through."
"By reverse solving as I like to call it, students are able to have a deeper understanding of what they’re learning. It’s one thing to solve. It is another thing to be able to create problems for someone else to solve, demonstrating more mastery the unit."
"I found that creating this test was really a great pro. It made me analyze and reflect on each concept of Unit S. This not only helped me in coming up with good questions but also to get an understanding of how to work out these types of math problems. It also gave me a sense of responsibility as another person's grade was technically in my hands."
- Students were given a list of 7 types of problems they were to write. I gave them specifics in terms of what the problems needed to include as well as level of difficulty that was expected. I graded them on a rubric in terms of what they included in their test and how well they met the expectations of difficulty and type of problems.
- Students made TWO copies of their assessment on a template they downloaded from the class website. One copy had just the problems they wrote and directions to follow. The other had the problems, directions, AND step-by-step work and a solution.
- Students brought their assessment to class on Wednesday. After all of them were turned in, I randomly distributed them in partners. I did use discretion and tried to partner up students at similar achievement levels in class so it was a little more "fair" in my opinion.
- Students had a class period to take their classmate's test. If they found an error in the problem (like it didn't make sense, it was missing information, etc) they brought it to me and I fixed it or added information. The person who wrote the test would receive deductions for errors like these.
Students spent the period comparing work and answers,
figuring out who was right and where errors were made.Today (Thursday), students came in and got in their partners. They spent the period "grading" the tests. They graded both the "answer key" and the test that was taken, comparing work and answers to decide who was correct - whether that be both of them, one of them, or neither of them. They could only use red/purple/pink/green pen all period so any changes, edits, comments, etc they made on the tests were clearly visible. They also decided on a point value for each problem, so they had to analyze how "big" the mistakes were and how many deductions should be taken.
|Students were engaged with their partners the entire period - it was amazing!|