This article provides information about assessments.
Assessments come in two forms, Assess Its and Mastery Assess Its, which are formative and summative, respectively. Assessments, whether in question-answer form or more project-based, are used to measure students’ understanding and mastery of content within our courses.
- Each Read It in a course has a corresponding Assess It that measures the students’ retention of the material they learned in the Read It.
- There is a Mastery Assess It for each set of Read Its. Mastery Assess Its are used as larger summative assessments that measure students’ understanding of an entire Topic within a course.
- Assessments can show students’ mastery of course content at the standard level.
- Auto-graded assessments contain a variety of question types, and questions are written to different levels of difficulty based on the Bloom’s Taxonomy Cognitive Levels of Learning.
- Assessments contain teacher-graded activities and auto-graded questions.
What is the philosophy behind the assessment structure?
Assessment results can help teachers identify areas of weakness or strength in students’ learning and allow for content adjustments during instruction. Using assessment results to measure students’ learning, teachers can improve the quality of learning in the classroom. Assessments also allow students to self-reflect and understand how they are doing in their studies, which sets them up for a successful learning experience.
Assessments in Lincoln Empowered K-12 courses allow students and teachers to check on student learning progress and skill mastery continuously.
What courses are these found in?
All Lincoln Empowered K-12 courses contain assessments. You can access all course offerings here.
Q: What would be the best advice for a teacher regarding assessments in a brick-and-mortar setting?
A: Teachers can use assessment results to monitor for areas of need in their students’ learning. For instance, if assessment results show that a student or group of students are struggling with the content covered by a certain standard, the teacher can reteach the content and/or standards to that group of students.
Q: What would be the best advice for a teacher regarding assessments in an asynchronous virtual setting?
A: Assessments should not be given to students just to provide them with a grade. Instead, assessments should be used as a tool to improve student learning outcomes. In an asynchronous virtual setting, students working at their own pace might move on to new material without mastering the material they just learned. Teachers in asynchronous virtual settings can use assessments to monitor these students’ content mastery regardless of the students’ learning speed. Teachers can then use the assessment results to help students work at speeds that assist in their learning and building of mastery.
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