Information Technology Reference
In-Depth Information
For example, the following choices are offered in one of the coding menus for the
item shown in Fig. 10.4:
•
none of the codes are like statements made in this response
•
the right pan will move because more (or less) stuff is in it
•
the right pan will not move because nothing can get out
•
the right pan will move because of something that happens when baking soda is
mixed with vinegar
•
the right pan will not move because nothing is created or destroyed
•
the right pan will not move because new molecules have formed but the number
of atoms is the same
•
the right pan will not move because the mass of a closed system stays the same,
no matter what kind of chemical reaction or state change takes place
Students simply choose the response that most closely matches their own. For
students, coding is an important part of the learning process, because it allows them
to reflect upon their own performances in light of a range of response options.
After their coding selections are submitted, students are redirected to a report
that (1) portrays their score on Fischer's General Skill Scale (also known as the
Lectical
TM
Scale), (2) describes what their performance suggests about their current
level of understanding, and (3) provides suggestions for developmentally appro-
priate learning activities. (Examples can be viewed at DiscoTest.org.) In addition
to viewing individual reports, students who have taken an assessment on multiple
occasions can track their own developmental progress by viewing a figure that shows
how their thinking has developed over time.
Of course, teachers can also code teasers, which provides students with an expert
perspective on their performances and helps build teachers' knowledge about how
students learn particular concepts and skills. Teachers can view individual student
reports and classroom profiles that show the distribution of scores relative to the
General Skill Scale.
2
Uses of DiscoTests.
In the classroom, DiscoTest teasers can be used in a number
of ways. They can be used to assess students' preinstruction knowledge or stimulate
student interest in a new subject area. They also can be used during or following
instruction to (1) test how well students understand new ideas, (2) stimulate class
discussion, and (3) help students integrate new concepts into their existing knowl-
edge. They can be taken by single students, groups of students, or the entire class,
and can be scored by individuals or groups.
DiscoTests are ideal for informing parents of their children's progress in school,
because they provide specific information about how well their child understands
class material and what he or she is most likely to benefit from learning next. In fact,
the learning suggestions that are included in each report often consist of activities
that parents and children can do together. For example, a student struggling to grasp
2
Sample assessments and reports can be found at
http://discotest.org
.
