DANIEL,
Very true - as I've said many times, no one can explain anything he/she doesn't understand...ask and ask often!!
Dr. Ruth Reynard
I try to give different scenarios and test for understanding to see if the students are able to answer different questions. If the particular student can't answer the question, I ask "well who can help him out?" to try to get class participation.
Information recall goes hand in hand with understanding. Knowledge on the other hand has be shown that they understand what they need to. Mostly on hands if that is the task at hand for us to know they understand the material that was talked about that day. The best way is to test them by asking questions that pertain to the task that you want them to preform. Then watch them preform that task to make sure they understand what they are doing.
Thanks.
Audie Toney
ttl 35
Avondale Az.
Hands on is a good indicator if the student has retained the information even more so they understand it and can use it.
At the begining of class every day, I go over objectives for the class. Near the end of the day, I ask students one at a time material covered for that day. Many are eager to answer and enjoy sharing the information learned. This questioning seems to excite the ones that are understanding well and bring the few behind the curve up to speed.
I assess knowledge by looking for understanding, I ask questions of the students and what was just presented, I also make sure everybody is on the same page before we move on. I always make clear to my classes that there is no stupid questions, not to be embarrassed to ask. We know not everybody will get it, nor will they ask for help, but the one time one person asks for an explanation and its given to the group, others are helped, I make sure my students know that not only are they helping the learning process of there own, but helping others too...
For every technician viewing a malfunction, there will be a different approach to diagnosing the malfunction. Testing must be able to reflect these different approaches. The challenge is for the school's test creators to format tests in such a way that they can be graded equitably.
We assign students projects that require critical thinking in order to come to an answer. When a student has come to a conclusion I require them to walk me through that process that got them there. Not only are my students required to get an answer but they are also required to document the process they took in order to find that answer. By talking to them and reading the process, I am able to determine if they are grasping the concepts which I am trying to instill in them.
Effectively determining if a student understands the subject versus recall can be assessed by asking opened ended questions. These questions can start out fairly simple and increase in technical difficulty to build their confidence. Questions can include theory, description, purpose and function of subject which can really help determine their learning outcomes. Applying a hands on task along with questioning promotes a students ability to accomplish proficiency and confidence in subject matter knowledge not just recall
What I do is have them use different types of scan tools, as an example, and explain to me what they like and dislike about them and which one they would buy also I ask them to explain what the data is telling them.
Anthony,
The explanation is key here - this let's you check for understanding and raises the confidence of the students...
Dr. Ruth Reynard
if i am watching a student perform a set task and he uses technical manuals or computer programs he is using his knowledge of where to go for proper guidance and not reling on his memory to get the job done. i feel this is a very good learning for the student and the instructor also.
james ,
VEry true - there are times when the actual thinking process, research process and application process are what needs to be evaluated.
Dr. Ruth Reynard
In my class I assess knowledge and understanding verses information recall by having the Students explain their answer. On a multiple question test anyone can get lucky and guess the right answer, but if I ask them to explain their answer then they need to know the information about what the question was referring to. The Students have to do a web course first, and pass it, and then we do a pre req. review to see what have retained, followed by hands on labs assignment, class room discussion, and finally a written test and hands on lab test. By the time all this is done I definitely know what Students get and which ones don’t.
By standard testing and the use of lab testing; I get a better idea of where each student is at. I then can work with them in a more individual basis to help them. I also will use another student to help them learn in words they understand easier.
In my classes that I instruct being from the technician discipline I feel that the student should demostrate what has been taught in the class. Full comprehension of the subject will be realized if the student can perform the tasks and explain why and what the outcome results were. I enjoy allowing all of the students the ability to learn at different speeds. Letting students either work in teams or alone, each student will have the opportunity to answer questions that pertain to that task that was assigned.
I have a demonstration that I use using five sticks on the table and a story of how as a tech you need to rememeber t0 look at the Big Picture. I will tell them that this displine was handed down to me from grandfather that was a mechanic and this has always been the way a approach my most difficult jobs. With five sticks I can have up to ten numerals on the table. As I lie the five markers on the table in a pattern I will place my fingers (1-10) on the edge of the table and ask them what number I have just put down and they must look at the Big Picture. There will always be a student that is watching the entire table as I am demonstrating and he/she will agree with my answer of what the number is, due to the fact that they are not looking at just the sticks and their position. As the students start to catch on there is always one student that will be at the table trying to figure how the sticks represent the number of fingers showing on the table. In the five or so minutes the class understands that we need to expand our eyes, ears, and concentration away from the obvious. I will remind them when we are trouble shooting a problem in the lab wheither it be drivelines or diesel engines, we need to investigate what caused the failure. They need to remember the BIG PICTURE!
Steven,
Testing can indicate how much information the students has covered, however, think about ways in which you can have students work out or apply the information in some way that clealry demonstrates what is understood.
Dr. Ruth Reynard
Observing students in lab is a great way to assess,not only what they have learned, but how they have learned to apply the information in a real setting. When a student is helping/teaching another student, it will re-enforce their learning.
Robert,
Yes, student-led tutoring or instruction is a great method...
Dr. Ruth Reynard
Watching a student perform the task required,talking with the student. But mostly seeing the student become more confident as he/she performs the task over again. However test takeing is still a major part of passing.
