esmith@flglobal.org

6 Responses

  1. Wow! I am shocked to hear you say this, Jon. The big changes in my classroom didn’t occur UNTIL I started giving little mastery assessments (skill checks) with “conversations” between each one. This caused 1) a deepening in student understanding of the content, 2) a deepening in my understanding of the students’ problem areas, a 3) a **radical** drop in attrition (to essentially zero), and 4) an increase in peer-to-peer interaction, since students who have mastered skill checks become “tutors” for those who haven’t. No pressure, but you’ll need to provide a really amazing rationale in the next podcast to get me to consider dropping skill checks. (I did stop giving quizzes (non-mastery) AND skill checks, because that was just redundant. But I think you are implying that there shouldn’t be skill checks, either, which I am having a hard time envisioning.)

    1. Profile photo of Jon Bergmann

      Joshua: I still believe in quality formative assessment, but the paperwork of constant quizzes almost derailed the mastery program. My system that I call Mastery Checks was how I got that info. It will be the topic of next weeks episode.

  2. Sheveeta Jackson

    What is your alternative and how does this produce more mastery? You didn’t make any connection to this from your discussion, I gleaned no more knowledge than the title of the show.

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  4. Ray

    Hi John,

    Don’t online quizzes provide a unique opportunity to save time and hence not disrupt deeper skill checks that take place as part of the flipped learning model in the classroom? Self marking quizzes can test a student’s knowledge quickly and save the teacher time by providing instant feedback.

    If quiz questions are worded properly, they can also assess some higher thinking.

    This article provides some benefits of quizzes for retrieval practice as part of a study regime.

    https://cft.vanderbilt.edu/guides-sub-pages/test-enhanced-learning-using-retrieval-practice-to-help-students-learn/

    Do quizzes actually provide a point of engagement with the content as part a study regime? Can they promote engagement with courses that are content rich? Anecdotally, I believe so and I advocate for more quizzes to supplement higher thinking activities…

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