Learning Assessment Using the Driving a Car Analogy
In the article I have chosen (see weblink), I extracted a quote; “As author and literacy expert Rudolf Flesch pointed out over 30 years ago, efficient reading and spelling are complex processes that involve doing multiple things in a coordinated way, the same way that efficient driving is a process of turning the wheel, pressing the accelerator, brake and clutch, looking in rearview mirrors and so on“. I think evaluating my student’s learning through ongoing, multiple means of or “comprehensive” assessment is similar to this statement above that uses a standard car as an analogy. It is a constantly evolving process, as is a car when in motion and as instructors we must adjust our pace (speed) and methods to meet the needs of diverse learners.
With formative assessment I must observe, review submitted work, and provide feedback to students to help them identify areas of strengths and weaknesses in order to improve skill sets. In summative assessments I’m evaluating students work through having them demonstrate learning via tests, essays, presentations on relevant curriculum topics. Through Authentic assessment I evaluate the student’s learning through practical demonstrations of skills through “doing” such as presentations, practicing motivational interviewing skills with each other, and practicing conducting assessments with one another. We can evaluate learned concepts and confidence levels at skills that have become second nature as opposed to being beginner drivers so to speak. Looking in the rearview mirror to see how far our students have come, being attentive to the present learning needs, and keeping an eye on the road ahead to ensure they are on track with required objectives is akin to driving as well.
Reference quote found in the website posted above.
Connie M.
TweetExample for "Learning Assessment Using the Driving a Car Analogy":
https://www.spelfabet.com.au/2012/07/literacy-is-like-driving/