Alternative assessment (and the bribery of my students)

This week, I am not giving my Level 2 Physics class a topic test, even though they have finished all their learning about waves. Instead, I have given them an extended collaborative project. They all blinked when I said that, so I have taken to calling it "your jewellery project".

I don't really like topic tests. The project I have given them requires the students to work together to answer a range of questions that cover everything you'd expect a topic test to cover, but they get more time, can use their books and online resources, and can talk. I assigned the groups by getting them to line up in order of the wavelength of their favourite colour. I'm seeing a range of group styles in their different approaches.

First, some groups assign questions to different people and they work more or less independently on their own tasks. They seemed to assign the questions randomly. On the plus side, they are working pretty consistently. On the minus side, it does make them more likely to ask me for help instead of asking someone else in their group or looking up the answer. I guess they like having a reassuring someone to tell them things.

Other groups went through the entire question sheet and separated out particular questions. One group has one person who is the 'diagram specialist'. This person is doing all the ray diagrams, while another person is doing all the mathematical problems. This is quite efficient, and shows that they have some pretty clear ideas about delegating and division of labour. It means I can't be completely confident that all of them understand all of the topics, but I think that is a small price to pay.

Still other groups are all working on the same question at the same time, just different aspects of each one. These groups tend to be noisy, with lots of checking that they are all on the same page and all on track. They don't ask a lot of questions, but when I check in on them, they are clear about what they are doing and where they are going.

I think these types of group styles can rise organically in classes, like this one, where the majority of students know each other fairly well and are all confident about communicating their ideas. In other classes, particularly bigger ones where the students are younger and less self-directed, most groups default to the first type. I think this is a bit limiting in some scenarios, and I think I might set up some activities deliberately to tease out some other styles of group management.

I am pretty pleased with how seriously the Level 2 students are taking this project. Of course, when I handed it out and explained the parameters, they negotiated hard for a prize for the best team. We had some discussion about how 'best' should be defined, eventually agreeing that it would be a combination of group work skills and value added to answers since their last formative assessment. Naturally, the prize consists of food. On Wednesday, we will have a judging session and the winning team will nominate their choice of home baking. I think it's worth a few hours of my time.

Presentation success

So, presentation all done and sorted and I think it went well. Personally, I like presentations where the presenter gets to the point quickly and doesn't drone on and on reading out their slides, so my whole presentation was done in about 25 minutes. Now I'm hoping that my colleagues will take the opportunity I offered and come and see me during my regular "talk geeky about computers" time and we can come up with some constructive solutions.

Student collaboration and participation

I think that the students should record an episode of an amazing adventure each week. I mean, sure, I'm not letting my minions colleagues out of their promise to make idiots of themselves on video with me and record our own series... but I think the students should do it. One group each week gets a free pass on the activities for that location, and instead they have to research that location, write a script, film themselves and edit a short clip to add to our show.

Awesome, huh? Then we could have a disc burned of them all at the end for students who wanted them. I'd suggest we show them in assembly, but I think that would not be motivational.