CI 5980 Blog Post #4: The WHY of Authentic Assessment

I created this graphic organizer to provide an overview of content in Jim Knight's book, High-Impact Instruction: A Framework for Great Teaching, that is devoted to authentic assessment. The sections include the preamble to Part III, Planning, and Chapters 2, Guiding Questions, and Chapter 3, Formative Assessments. The map is an example of a learning map which is the topic of Chapter 4, Learning Maps. I have previous experience making my thinking visible through depictions like this one, but before now, I have never used an interactive tool like Creately for this task. 

     

It is important to have students make their thinking visible in learning map formats because these can help ensure that learning is coherent and complete. A teacher and student can use a learning map as the basis for (1) a discussion about knowledge and skills learned and performed; (2) reviewing levels of proficiency; (3) action planning to close gaps in proficiency or knowledge; and (4) lesson or unit closure.

Comparing and contrasting the original map created by the teacher as part of the lesson or unit planning process with the map created by the student during and at the conclusion of the instruction and practice will produce questions that help reveal students’ understanding and proficiency or help reveal an area where a teacher much adapt her/his/their instruction to better meet the needs of the situation. Interestingly though, learning maps will, when built well, actually reduce the likelihood that instruction will fall short or that learning will be confused. Students can count on their learning map closely matching the teacher’s when the teacher has put the proper effort into their planning efforts.

Reference

Knight, J. (2015). High-impact instruction: a framework for great teaching. Corwin Press.