Dream IT: A Technology Based Grant Proposal for Transformative Learning
Part IV: EVALUATION
Evaluation is a key component throughout this process. While the goal is not for students to simply know many facts about the Civil War, it will be helpful to conduct a pre-test on general student knowledge and understanding of the Civil War. This will give the teacher an idea for what level each group may be ready to try.
Additional pre-assessment could include a reflection where students individually look at their ability to plan, make decisions, and execute decisions. This could be in the form of a rating survey to see how they view themselves. Students could also write a short narrative. It might also be useful for students to do this collaboratively. An aspect of the simulation will be collaborative since students will be representing individuals but also either the Union or the Confederacy. Each contingent could also plan what type of strategy they think will best suit their resources.
Another useful pre-assessment will be a survey on executive functioning. One book that may be helpful is The Executive Functioning Workbook for Teens. The survey will give another indication of which executive functions may be difficult for students. It could be helpful to have individuals discuss their results in groups so that they can see where their strengths and weaknesses may be. Students may find that the outcome of this survey does not match the initial reflection that they completed.
Some evaluation may be woven into the simulation as it is designed. This could be in the form of points earned or the ability to leave comments for groups. Informal observations will be helpful to conduct because the teacher should be able to observe how students are modifying their plans as they progress through the simulation and react to different events. The simulation will have built into it a comprehensive look at everyone involved so that the teacher can easily view this data.
A post reflection and post test will also be used along with discussion about how these link to the ones completed before the start of the simulation. A cumulative assignment where students discuss how their views changed as the simulation progressed and express their understanding will also be used. This could be done collaboratively or individually. It will be necessary for students to consider how the executive functions they used during the simulation are used in their own lives and to show how they can apply what they learned to different areas of their lives.
Comparing pre and post assessments will help determine student success and mastery of content. Giving students an opportunity to answer why the Union won the Civil War could indicate that students have uncovered the big ideas. Students will need to be able to articulate ways in which they see the connections between human interactions and decisions made during the Civil War. It may also be possible to gain a sense of whether there is more empathy for each side through student interviews.
Additional pre-assessment could include a reflection where students individually look at their ability to plan, make decisions, and execute decisions. This could be in the form of a rating survey to see how they view themselves. Students could also write a short narrative. It might also be useful for students to do this collaboratively. An aspect of the simulation will be collaborative since students will be representing individuals but also either the Union or the Confederacy. Each contingent could also plan what type of strategy they think will best suit their resources.
Another useful pre-assessment will be a survey on executive functioning. One book that may be helpful is The Executive Functioning Workbook for Teens. The survey will give another indication of which executive functions may be difficult for students. It could be helpful to have individuals discuss their results in groups so that they can see where their strengths and weaknesses may be. Students may find that the outcome of this survey does not match the initial reflection that they completed.
Some evaluation may be woven into the simulation as it is designed. This could be in the form of points earned or the ability to leave comments for groups. Informal observations will be helpful to conduct because the teacher should be able to observe how students are modifying their plans as they progress through the simulation and react to different events. The simulation will have built into it a comprehensive look at everyone involved so that the teacher can easily view this data.
A post reflection and post test will also be used along with discussion about how these link to the ones completed before the start of the simulation. A cumulative assignment where students discuss how their views changed as the simulation progressed and express their understanding will also be used. This could be done collaboratively or individually. It will be necessary for students to consider how the executive functions they used during the simulation are used in their own lives and to show how they can apply what they learned to different areas of their lives.
Comparing pre and post assessments will help determine student success and mastery of content. Giving students an opportunity to answer why the Union won the Civil War could indicate that students have uncovered the big ideas. Students will need to be able to articulate ways in which they see the connections between human interactions and decisions made during the Civil War. It may also be possible to gain a sense of whether there is more empathy for each side through student interviews.