Estimated
level of time/energy required to
prepare is MEDIUM
WHEN
USING TECHNOLOGY: Estimated level
to respond (students) and to analyze
is LOW
Description: This
assessment’s focus is prior knowledge
or beliefs that may be obstacles to
learning.
Purpose: It
is difficult to “unlearn” misinformation.
This assessment facilitates early intervention
regarding the misconceptions or preconceptions.
Procedure:
Identify
some of the most troublesome common
misconceptions or preconceptions
related to your topics.
Select
the ideas and beliefs that are
most likely to hinder learning
in your class.
Create
a simple questionnaire about these.
Consult
with a colleague about the tone
of your questions. The questions
should not seem condescending,
intimidating, or obvious.
Prepare
the questionnaire to be display-ready
by writing it on the board, a transparency,
or digitally projected. It could
also be written on a half-sheet
of paper and distributed to the
students. It is important the prompts
are presented in writing. Do not
only read the question(s).
Hand
out index cards or half-sheets
of paper. It is best if students
do not write their names, unless
there is a very good reason to
know who wrote which comments.
Examples:
Course :
The Americas Before Columbus; History
About
how many people lived in North America
in 1491?
About
how long had they been on this continent
by 1491?
What
significant achievements had they
made in that time?
Course:
Introduction to the Structure of the
Universe; Astronomy
What
makes the seasons change on Earth?
The astronomy
instructor told the students that any
answer was acceptable, except for “I
don’t know.”
Adaptations/Extensions:
Students
prepare “reasonable” explanations
for the misconceptions.
Suggestions: Responding
to students’ feedback may take
longer than planning because questions
lead to other questions. Set clear
time limits. To temper expectations
and disappointment, let students know
you will not comment on everything.
Follow-up is critical because
students who have misconceptions or
preconceptions are likely to be resistant
to changing those ideas and beliefs.
References
and Resources:
Angelo,
T.A, and Cross, K.P. (1993). Classroom assessment
techniques: A handbook for college teachers (2
nd ed.). San Francisco: Jossey-Bass.
