Cognitive Growth

site map | about us | ordering | home

Tapestry of Grace

Forum

Statement of Faith Production Calendar Quick Prints Fan Mail Form a co-op!

Evaluations:

Opening Page

Using Evaluations as PLANNING tools

SUGGESTIONS:

Grammar Level Evaluation Strategies

Dialectic Level Evaluation Strategies

Rhetoric Level Evaluation Strategies

STOCK TOOLS FOR EVALUATION:

Portfolios

Projects

Oral Presentations

Learning Logs

Journals

Graphic Organizers

Cognitive Growth

Published Tests: preparing for them and taking them.

Games!

Cognitive Growth

Howard Gardener, an educational researcher, has identified 7 "intelligences." Knowing about them can help us develop both lessons and assessment plans.

1. Linguistic

2. Logical-Mathematical

3. Bodily-kinesthetic

4. Spatial

5. Musical

6. Interpersonal

7. Intrapersonal

For more information, click here.

Familiarity with these categories can aid parents in assessment of both their children's strong and weak modalities, and can be used to flesh out assessments of all schoolwork.

Example:

Suppose a project of building a model pyramid is contemplated. One might develop an assessment chart based on modalities. Not all modalities always apply. For instance:

Modality	Poor	Fair	Good	Excellent
Linguistic	Used no words to explain his model.	Used minimum words to augment the project: brief labels.	Good use of words to explain key features of the model.	Used labels, brief explanatory paragraphs and posted a brief paper on Pyramid construction in Ancient Egypt.
Logical/ Mathematical	Pyramid model suffered from lack of attention to measurement; or model is inaccurate because of math or logic problems	Some attempt made at measurements, but attempts fall below expectations for student's skill level.	Good attention to measurement. Labels explain possible ways Egyptians could have constructed pyramids.	Model is mathematically accurate, labels explain construction, and student excelled in constructing an intricate model, with cut-aways and internal views.
Bodily- kinesthetic	Student did not use available motor resources	Student used some care, but model is sloppy and shows low attention to details.	Well-constructed, but student could have used motor skills to add finer detail.	Well constructed, with many small details that show full use of motor skills.
Spatial	Model shows poor sense of spatial relations compared to student's potential.	Student has understood spatial relations, but has not correctly transferred to the model. (Possibly background is out of proportion or pyramid model is smaller/larger than planned.)	Student has strongly expressed spatial relations, but the model lacks complexity in possible uses of internal spaces.	Student has expressed the spatial relations of the pyramid, the background, the internal and external spaces in an outstanding way.
Musical	not applicable	not applicable	not applicable	not applicable
Interpersonal	Student did not work well with others on this project OR N/A if student is working alone.	Student could have improved on communications with others (how?) OR N/A if student is working alone.	Student communicated fairly well, and yielded to others' desires, and participated fully in the project, but one or two issues arose (specify)	Student showed Christlike behavior in interacting with project-mates OR N/A if student is working alone.
Intrapersonal	Student didn't enter in to the project construction process OR N/A if student is working alone.	Student participated, but often left others to accomplish tasks, or was late with assigned portions OR N/A if student is working alone.	Student entered into the process and interacted will with project partners, but one or two issues arose (specify) OR N/A if student is working alone.	Student entered fully into the process and behaved in a Christlike manner towards project partners OR N/A if student is working alone.

More on how to apply these to assessment and the home school setting coming...