olson_assessment_journal_5

//** Assessment Journal #5 **//

**Context/structure of assessment:** This assessment was a vocabulary quiz. The vocabulary words students are quizzed on are words that come right from the story that they are reading and working on this week. The words on this vocabulary list are highlighted for students in the beginning of the week and posted around the room.


 * Implementation/results:** Words are given to students a week before the quiz. Students have defined these words and have engaged in discussions about the meaning of these words prior to the quiz. The quiz was given out on the following Thursday that they first received the words. Worksheets are given to students individually asking them to define each vocabulary word. Words are in a word bank and students must fill in blanks after a definition with a word from the bank. The result of this quiz was that students finished in the time alotted. After looking through their finished quizzes, it seemed that students had a good understanding of the words.


 * Reflection:** This quiz was "short but sweet." I feel it was a good way to have students assessed on new unfamiliar words. I liked how (she explained to me that) she went over the words each day, using them in different sentences and had students define them during discussions because it kept the words fresh in their minds. I feel that the assessment however, didn't use the words to their potential. I think she could have asked students to use the vocabulary words in sentences or asked them how they relate to the story instead of simply just having students fill in a blank or define them. If students used the words in sentences, instead of just recalling information or definitions, it shows that they understand the word better. As Wiggins states, students should be able to apply what they've learned not just recall facts. This quiz shows that students can remember definitions, but it does not do an effective job in allowing students to apply their knowledge.