 A Journey with SelfAssessment
 as a Compass

© 1995, 1998, 2001, 2016, A. Azzolino
CONTINUE TO ASSESS YOUR POSITION AND DESTINATION SO YOUR DIRECTION MAY BE MODIFIED.
Once a direction is determined, the instructor's choice of
verbs directs
student activity and sends a loud message to students about what
skills are
important.
The challenge is to determine the most appropriate direction
and choice of verbs.
 If you desire flexibility in thought on the part of your students,
increase
the variety of ways in which you ask them to think,
increase the variety of verbs.
 If you desire students to master higher order thinking skills,
experiment with
the use of higher order verbs.
 Take an old test and rewrite parts of it by replacing a lower order
skill with a higher order skill.
 In lecture, pose thought provoking questions and demonstrate
how one might go about answering them.
 If you feel students should be communicating more, provide more
opportunities for this to occur:
 ask students to pair up so they always have a designated
individual with whom to discuss work;
 ask them to compare answers after each problem;
 ask one student to explain work to another student, to a small
group, or to the entire class (either from the seat
or in front of the room).
 If you feel students should write more:
 ask them to read and then summarize a page in the text;
 ask them to write and solve a word problem;
 ask them to write a cheat sheet;
 ask them to write a set of lecture notes about a topic.
IF YOU ARE UNDECIDED ABOUT WHICH DIRECTION TO TAKE, MOVE IN THE
DIRECTIONS WHICH ARE
DESIRABLE. Choose verbs which "head you in the 'right' direction."
Keep
them visible when you write a test or assignment as a reminder of
where you've
been and where you're going.
Continue to assess your position and destination so your
direction may be modified.
Azzolino, Agnes, "Writing as a Tool for Teaching Mathematics:
The Silent Revolution,"
Teaching & Learning Mathematics in the 1990s,
© 1990, NCTM, Reston, VA., p. 99100.
Azzolino, Agnes, "Assessment Inventory," © 1992, inservice handout.
Azzolino, Agnes,
"Graphing with Manipulatives," © 1992, ICME7, Quebec, Canada.
Kibler, Robert J., Baker, Larry L.,
Miles, David T., Behavioral Objectives and Instruction, © 1970 by
Allyn and Bacon, Boston, p. 180184.
Wilson, Linda Dager, "What Gets Graded Is What
Gets Valued," NCRMSE Research Review,
Volume 2, Number 3,
Fall 1993, NCRMSE, Madison, Wisconsin, pp. 4  8.

© 2016 www.mathnstuff.com/papers/ai/ai9.htm
