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An alternative assessment strategy that I would use is the idea spinner. The idea spinner would allow me to engage students in both a group and individual basis. I would modify the idea spinner slightly during a group setting by making it more group oriented. In this way each member of the group would be encouraged to participate rather than relying on a sole member.
With the idea spinner, I would create 4 distinct quadrants. The contents of the quadrant will vary depending on the subject matter being discussed. In general, the quadrants will ask students to "Predict, summarize, evaluate, or explain" a particular subject matter. As the moderator of this activity, I will be careful to guide the activity in a manner that allows all students to learn even if they were not selected to participate in spinner activity. For example, if a student participating in the spinner activity, lands on the "Explain" quadrant, I would ask the student to explain a general term that will allow all other students to appropriately hear the response.
This assessment can be disguised as a game, which allows students to become more engaged with it. The idea spinner is also based on practical academic knowledge such as blooms...
The framework consists of six major categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. Most of these categories are encountered through the use of the idea spinner. The spinner concept itself is also very flexible. If a student or a group of students is lacking in one of the six categories mentioned above, the spinner can be altered to compensate for it. In addition, the use of the blooms taxonomy in the spinner concept itself allows the teacher to remain focused on the core skills needed to gain knowledge. In this manner the spinner allows the teacher to better plan and delivers appropriate instruction. It also allows the teacher to modify the activity on an as needed basis. This ensures that instruction and assessment are aligned with the objective.
During a group setting, I would modify this activity to allow for much more discussion between groups. I would be mindful of blooms taxonomy, being…
Bloom's Taxonomy: Nursing Education Like most areas of life, education has increased in complexity. Many new philosophies and a deeper understanding of the human mind have brought about a myriad new ways to educate students for their future lives and careers. Further complicating this is the fact that not all students respond uniformly to the same educational system or method. In addition, specific areas of study and their related professions have
Valuing: A range of acceptance that is placed on the information being received. Organization: this is the organizing of the values by contrasting differing values. Internalizing Values: This has to do with the learners value system and how the learner assigns value. The Psychomotor category includes physical aspects of movement, as well as coordination in movement. There were not subcategories in the Psychomotor development category. Critics of Bloom: There are those critics who claim that
VideosA. Elementary School Video: \\\"Practicing Presentation and Audience Skills through Science Presentations\\\"Example of Piaget�s or Vygotsky�s cognitive development theoriesThe teacher applies Piaget\\\'s Concrete Operational stage by allowing students to think logically about concrete events. This could be evident if students are presenting concepts using tangible objects or demonstrations. Plus, if the teacher emphasizes collaborative learning and scaffolding, it might be an application of Vygotsky\\\'s theory, where learning is a social
Bloom's Taxonomy is a way of evaluating educational goals as they relate to student performance. The taxonomy was developed originally as more of a measurement tool, to serve as a common language about learning goals to help individuals communicate ideas pertaining to subject matter and grade levels. The idea was that this common language would serve to facilitate a basis for determining a particular curriculum, and the alignment of objectives,
Bloom's Taxonomy: Grading Reading Comprehension Bloom's Taxonomy offers a sequential method of grading a student's ability to comprehend a higher-level work of academic writing. According to Granello (2010), while she grants that the stages of the taxonomy are not absolutes, they are useful in painting a general portrait of how the "predominant skills and assumptions are perceived" by the teacher of the student's maturity and depth of perception (Granello 2001, 299). The
Reflective Teaching This last element of diversity education also creates a place for reflective teaching, which is also directly encouraged by an examination and application of Bloom's taxonomy of learning. Analyzing student achievement with an eye towards the improvements diversity education is expected to instill allows for a deeper analysis of the teaching methods and perspective being utilized. The direct application of Bloom's taxonomy in the development of lesson plans and