NAEP Reflection
When we were finding examples and creating the presentation, I learned a lot. I learned that there are different criterion for meeting a specific classification and students can be given partial credit for a moderately incorrect answer. I also learned how the answers relate to one another in each problem subset. Students range anywhere from incorrect answers to extended and working from the incorrect answers and up builds off one another. Minimal answers provide the smallest amount of description possible and as requirements for each classification increase, so do the quality of the answers. I learned that there can be similar questions asked for different students with answers in different classifications such as "what do we know about the problem?" and "can you explain what you have done so far?" if they need to build on what they wrote to achieve an extended score.
When I was presenting, I learned that it is important to ask students what they put for the answer before jumping into what is correct and what is incorrect. This allows students to share their thinking and explain their reasoning. By hearing one another's answers, they will be able to compare their answer to it. Based on one sample answer given, students can see if they did something differently and explain what they did or if they got a different answer using the same method. Other people in the class did not have questions for our presentation but based on questions other groups were asked, I learned that you have to overanalyze some of the solutions students give because the answer may look like it falls into one category but in reality it fits in another.
From other students' presentations, I learned that there can be solutions that look as if it is one classification but in reality, it is another. Students know a great number of how to get solutions to a question and how to get an answer. Sometimes, they are correct but the work is not shown in full and other times they have the correct work but do an operation incorrectly. I also learned that students can have some credit for answers that I would consider incorrect. If they explain their thinking and understanding to a certain degree or have a part of the answer, they get credit.
When I was presenting, I learned that it is important to ask students what they put for the answer before jumping into what is correct and what is incorrect. This allows students to share their thinking and explain their reasoning. By hearing one another's answers, they will be able to compare their answer to it. Based on one sample answer given, students can see if they did something differently and explain what they did or if they got a different answer using the same method. Other people in the class did not have questions for our presentation but based on questions other groups were asked, I learned that you have to overanalyze some of the solutions students give because the answer may look like it falls into one category but in reality it fits in another.
From other students' presentations, I learned that there can be solutions that look as if it is one classification but in reality, it is another. Students know a great number of how to get solutions to a question and how to get an answer. Sometimes, they are correct but the work is not shown in full and other times they have the correct work but do an operation incorrectly. I also learned that students can have some credit for answers that I would consider incorrect. If they explain their thinking and understanding to a certain degree or have a part of the answer, they get credit.
OK. Yes, whenever we are sharing, we need to listen to the students first - and that is especially important as we want them to have justification for their work.
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