It refers to the game plan or method for finding out what you want to know

Any coach will tell you that the game is than making a score. It's about knowing the rules, of course, but what separates a good player from an excellent one is knowing when to make the right play.

Assessing student achievement is no different. The way student achievement is measured should move beyond the one-dimensional goal of identifying something correctly; it should give students the chance to achieve and demonstrate a deeper understanding of a subject or issue.

“It really matters, this question of not just knowing how to do something, but when it’s the right thing to do,” says Tim Kubik, an independent curriculum consultant for Asia Society.

But adding depth to your assessments takes some thoughtful planning, and a little letting go of the traditional methods. Some tips to get you started:

Set goals. Consider what you want your students to know and be able to do when they graduate high school. For instance, in a globally centered school, the focus is on what it means for students to be globally competent with college and work ready skills. These students need to understand the world through the different subjects, but also should be able to take action to solve problems in a way that demonstrates their knowledge, says Jennifer Chidsey-Pizzo, director of curriculum development for the Asia Society.

For instance, if you’re an algebra teacher, you might set a goal for students to use linear functions and apply them in a real-world way – calculating water usage over time – that leads them to raise awareness of a global issue, such as water conservation.

Create relevant tasks. Your students will find more meaning in the algebra (and in any subject) if you give them an assignment that’s relevant to their lives. Teachers often develop student learning tasks they think are interesting and that cover the standards, but they make no direct connection to the students’ lives, Kubik says. “If the students are going to want to make the effort, you have to make it clear about why they’re making the effort,” he says.

Taking the algebra and water example, ask students to calculate their family’s water usage; this allows them to use math in the real-world, raise awareness of their own role in a global environmental issue, and take meaningful action, via a letter to their family asking them to reduce usage, a video or a public service announcement.

Put students at the center. Don’t spell out what students need to do to demonstrate their knowledge of the material. When moving to a more complex assessment, be careful of overdetermining the task for your students because you could make it alienating. Student creativity is a must, Kubik says. “If you’ve determined a task in such a way that there’s only one possible correct answer, then you have eliminated student voice and choice and the reason they should be doing the task,” he says. Use the words “you” and “your” when asking students to do something, and challenge them to figure out how to answer a driving question.

Step inside their digital world. Students need to use the tools they’re familiar with, and that means cell phones, YouTube and other media often viewed as classroom distractions. For instance, in a leadership class, a student used her blog and her cell phone to communicate with people around the world, shoot video and produce a project that answered the question “what does global leadership mean?” The more teachers allow students to use the media that is part of their everyday lives, the more meaning the students will derive from their assignment, Kubik says.

It’s also a change for teachers. “Instead of reading the same essay 75-80 times, I’m actually experiencing the reality of how my students choose to respond to it,” Kubik says.

Teachers who add this depth to their assessments are changing education to meet students where they are now. While creative assessments take a fine-tuning of the way students are taught, they ultimately create active learners who gather information they can apply to their lives.

Author: Alexandra Moses

Discussion Questions:

Have you broadened the way you assess students? How have your assignments changed to expand what you expect your students to know?

His colleagues sprang into action, calling reservation holders with an alternative game plan, dubbed Cafe Riggs Upstairs, and readying 10 guest rooms on three floors for private, in-room feasting.

• The Bucs had to throw out their offensive game plan early in that game after the Chiefs jumped to a 17-0 first quarter lead, and Kansas City appeared to take its foot off the gas a bit from that point forward.

• This is going to be the Game of Thrones of U.S. Senate races.

• Dora is seen getting dressed as a mermaid by a cursor being manned by some omniscient game player.

• The plan is to stretch it out as long as possible, then probably forget about it, and then suddenly remember it.

• Did the airline file a flight plan that took account of the weather en route from Surabaya, Indonesia, to Singapore?

• The various members met for the first time when they traveled to Gambia at the beginning of December to carry out their plan.

• And to tell the truth, she couldn't help wishing he could see, so he could make the game livelier.

• Jean clung to his English nurse, who played the fascinating game of pretending to eat his hand.

• Two many-branched candelabra, holding wax lights, brilliantly illuminate the game.

• The unhappy applicant was naturally obliged to temporarily retire from the game, at all events for that night.

• His head fell back limp on MacRae's arm, and the rest of the message went with the game old Dutchman across the big divide.

  What term refers to the information that can be numbers or words that is used in research writing?

  Quantitative Information – Involves a measurable quantity—numbers are used. Some examples are length, mass, temperature, and time. Quantitative information is often called data, but can also be things other than numbers. Qualitative Information – Involves a descriptive judgment using concept words instead of numbers.

  What does game plan mean?

  noun. : a strategy for achieving an objective.

  What refers to the judgment or decision made by the researcher based on the findings of the study?

  This refers to the judgment or decision made by the researcher based on the findings of the study. recommendation.

  Which is referred to a careful investigation or study of a subject?

  Research is a careful investigation or inquiry specially through search for new facts in any branch of knowledge. It is a systematized effort to gain new knowledge and also a movement from the known to unknown.