aware the boy failed my grade school math class, I take it? And
not that many years later he's teaching college. Now I ask you:
Is that the sorriest indictment of the American educational system
you ever heard? No aptitude at all for long division, but never
mind. It's him they ask to split the atom. How he talked his way
into the Nobel prize is beyond me. But then, I suppose it's like
the man says, 'It's not what you know...'"
How is it that Albert Einstein's teacher so misunderstood the potential of his brilliant student? Do we overlook the talents of our students because we do not offer them opportunities to succeed, or worse yet test in ways different from how we teach?
When planning a class, a useful approach is to remember how you felt when you were a student.
Probably the most common mistake we make as teachers is teaching one way, and then testing another. It is also common for faculty to create an environment where students spend more time psyching out the teacher (guessing how they will test, or what they might ask) then they do learning the material. This module was designed to help you communicate even more effectively with your learners. It includes information about tests and testing. It includes recommendations about how to most effectively assess various forms of student learning and design tests to match your goals for your learners. The module also explores the function of grades and the value of rubrics. Never heard of a rubric? You aren't alone. K-12 teachers depend on them and consider them requisite for good teaching. A rubric outlines how an assignment will be graded. It provides a guide for both the student's endeavours and the faculty member's grading practice.
- by Kristina Kauffman and Cassie Morton