Inquiry Results Template and Lesson Plan

(Bring to Class Mon. March 23 for Instructor Review, or email instructor

before class)
Name: Janelle Boessenkool







Topic: Standardized Testing
Inquiry Question:
Is it necessary to provide schools with an alternative to standardized testing?
My Answer:
Absolutely. Standardized testing does not accurately measure intelligence in students, and thus limits student learning. Research needs to
be done to discover new and better ways to test intelligence, perhaps alongside the standardized testing. I understand the need for uniform
learning, but there needs to be a more efficient method of measuring that.


Essential Question # 1: Why would anyone standardize?

Results and Conclusions (in-text citation as needed):

- Easy reference system for Student achievement (Popham, 1999) Teachers can easily reference test results to see what level the
students are at in their learning
- Comparison between provinces and countries (Campbell, 2014) Because this system is so widespread, international countries
can reference each others test results to determine how they compare to each other
- Assessment of flaws in the system (Campbell, 2014) Governments and other higher bodies can use ST results to determine if
there is a flaw in current teaching methodologies that requires attention and re-working
- Provincial assessment of progress. (Campbell, 2014) Provincial governments often use ST results to determine how well schools
and teachers are performing

References

Essential Question # 2: What is the problem with Standardization?

Results and Conclusions

Standardization
Is an inadequate measure of teaching ability (Popham, 1999) The results that students receive from standardized tetsing are
often used to measure the teachers abilities. This is inadequate because the students could have other reasons to do badly
Limits scope of learning (Campbell, 2014) Because of standardized testing, teachers are limited in what they can teach, seeing as
the students must learn what is going to be on the test. Not everything that is on the test can be found in common textbooks.
Does not enforce life skills (Gardner, 1992) Because students are only being taught how to write good tests, they often miss
out on learning other basic life skill such as doing taxes or specific proffession work.
Increases gap between secondary and post-secondary education Post-secondary institutions do not use just standardized
testing to evaluate student progress. Thus, when students in secondary only know how to use this one system, they will be
confused and overwhelmed by post-secondary expectations (personal example of my English experience)
Is only used due to cultural bias Standardized testing has become so much a norm to people in the western and developed
world that few people question its credibility. This results in a stasis that prevents movement towards better systems of
learning

Essential Question # 3 (optional): What is the alternative?


Results and Conclusions

q Assessment Based Learning System which integrates student assesment into everyday learning, much like
q Apprenticeship which involves constant mentoring about a subject, and allows the teacher to be constantly aware of student progress, and keep a
constant record
q Multiple measures Not every method is equally valuable in measureing student success. Adding different methods of measurement would greatly
increase the chances of successthinking of post-secondary institutions in which multiple measures such as tests and essays
q Sensitivity to Individuality Not everyone is logically minded, and as Gardner (1992) states, the tests are based on logical principals. Thus, basing the
assesment entirely on a standardized test is not an efficient way to measure intelligence across the board.
q Interesting and motivating materials Not very many people truly believe that standardized tests are interesting and fun. Incorporating a variety of
skill tests that are fun and motivating would greatly improve learning
q Help students benefit from assessment Standardized test results generally do not give constructive feedback to students. They give a mark, and that
is usually all. Students need feeback that can push them towards future improvement. Assessment based learning would help with that.
(Gardner, 1992)

References

Lesson Plan

You have used the inquiry process to become more familiar with an educational issue. Specifically, you have identified your own areas of
interest within the topic and developed insight in those areas. Your task is now to engage your peers in thoughtful consideration of this issue.

Purpose of the lesson: to engage peers in thoughtful consideration of a current issue/trend in education.
Length of the lesson: 15 minutes

Expectations:
Include an Introduction to the Issue:
o Description (specific real-life examples are always highly powerful)
o Why this matters to learners and teachers (again, specific examples if you have them).
Identify your Inquiry Question, your essential questions and identify why you chose them.
Involve students in their own exploration of the topic, using active learning strategies as opposed to lecture. Think about how they
can engage with the subject.
Share your own conclusions and findings.
Throughout the course of the lesson, use at least two active learning strategies (or one if it takes up significant time).

Active Learning Strategies
In class, we looked at some specific strategies from the following site. Listed below are strategies that would likely be effective for this type
of lesson. Information on the following (unless marked *) can be found at http://www.fortheteachers.org/instructional_strategies/ (Scroll
way down to list of strategies). An additional list with many good ideas is found at
http://www.fctl.ucf.edu/TeachingAndLearningResources/CourseDesign/Assessment/content/101_Tips.pdf
Reflection/ / Response
Think Pair Share
Sticky Note Graphs
Cubing

4 sides

Graphic Organizers
Mini-white boards
Cubing
Simulation/ Role Play*

Mini White Boards

Small Group Discussion
Heads Together
Jigsaw

Debate

Reading/ Response*
Audio Visual* (Apprx. 3 mins max)*

Inquiry Lesson Plan

Teacher Name(s)
Subject Area
Topic

Janelle Boessenkool
Issues in Education
Standardized Testing

Date

Time

March 30, 2015

15 min.

Learning Objectives

Students will: Be able to make a justified argument as to whether or not standardized testing is a
valid measure of progress in schools.

Assessment

The student groups are expected to hand in two sheets of paper outlining a FOR and AGAINST
argument related to standardized testing

Purpose of the lesson is to engage

students in the consideration of specific
educational issue. Identify what you
want students to demonstrate by the end
of the lesson.

Youve identified what you want students

to demonstrate. How will you measure it?

Materials

What resources will you need?

Introduction

(how will you hook students? )

Time: 30sec

Paper for students

Markers
Powerpoint
Name popsicle sticks

Survey how well people did in standardized testing and how it affected their final marks. (E.g.
Who here remembers doing SATs or Diplomas? Who here had their final mark change
drastically (for good or bad) as a result of this test?

Give personal example on how I got 90s on most of my assignments and minor tests in high
school, but 60s on most of my diplomas. I dont truly think that this test accurately portrayed my
knowledge of the subjects.

1.
2.
3.
4.
5.
Body

Learning activity or sequence of

activities. )

Time: 13min

Closure

Time: 1min 30sec

Introduce Standardized testing (2min)

Outline the reasons why schools use standardized testing (2min)
Outline the problems with standardized testing (2min)
Outline the possible alternatives to standardized testing (2min)
Allow students to debate and discuss for and against arguments using the activity outlined
below (5min)
Using popsicle sticks, randomly order class into groups of two or three
Supply each student with a sheet of paper (Have a member of each group come up)
Every student is assigned to pick a side: FOR or AGAINST standardized testing (must have
at least one person for and one against in every pair or group)
Students will disperse into their groups and each person in the group will be asked to
write down a minimum of 2 points on their paper supporting their assigned side.
Students will be asked to discuss their points in their groups
Collect sheets.

Bring the class back and ask them to give quick feedback on the issues they discussed. Collect
papers. Bring up slide with inquiry questions to guide response.

Notes and Ideas. (Make sure the emphasis in on active learning! Use at least two active strategies (or one if it takes up a significant amount
of time)

Assessment
The following criteria will be used to assess the Inquiry Template Rubric and Lesson Plan. You will receive initial feedback on March 23 or
earlier, with the opportunity to make revisions before submitting your final copies when you do your lesson.
Exceeds
Expectations

Strongly Meets
Expectations

Meets Expectations

Meets Expectations
with Suggestions for
Improvement

Not Meeting
Expectations

Results and conclusions make

insightful interpretations , using
new information to propose
solutions or future action.

Results and conclusions are

evaluative in nature, with accurate
interpretations and the use of new
information to support a position
or recommendation.

Results and conclusions include

implications and recommendations
for future action, backed by
supporting references.

Results and conclusions make

inferences and include analysis
related to current contexts, backed
by supporting references.

Results and conclusions focus on

relaying easily obtained facts, with
little attempt at analysis and
inferences that relate to current
contexts..

The topic is thoroughly explored.

Supporting details are insightful,
with a strong evidence of personal
investment. Essential questions are
unique and highly specific to a
current context.

The topic is thoroughly explored,

with sufficient detail and relevant
examples. Essential questions show
strong evidence of personal
engagement with the topic.

The topic is adequately explored,

with sufficient detail. Essential
questions show evidence of
personal engagement with the
topic.

The topic is adequately explored,

with sufficient detail. Essential
questions are thoughtful, but allow
for limited insight into the topic.

Little effort is made to understand

and explore the topic. Essential
questions provide little
opportunity for insight into the
topic.

Lesson Plan Rubric

Exceeds
Expectations

Strongly Meets
Expectations

Meets Expectations

Meets Expectations
with Suggestions for
Improvement

Not Meeting
Expectations

Plan Effectively for
Instruction

Lesson plan addresses all elements

thoroughly. Plans for capturing
attention and providing effective
closure are innovative, creative,
and contribute to learning. There is
evidence of extensive thought
given to how activities will look and
what information is necessary.

Lesson plan includes all essential

elements. The lesson has an
effective plan for capturing
attention and providing effective
closure. There is evidence of
extensive thought given to how
activities will look and what
information is necessary.

Lesson plan includes all essential

elements. There is evidence of
thought given to how activities will
look and what information is
necessary.

Lesson plan includes all essential

elements but needs development.
More thought is needed.

Lesson plan is missing essential

elements and shows insufficient
thought.

Engage peers in effective
learning using appropriate
instructional approaches.

Active learning strategies are

innovative. Potential for student
engagement is high. Potential for
deep student learning is high.

Active learning strategies are

present and add significantly to the
lesson and the needs of the class,
with high potential for student
engagement and learning.

Active learning strategies (min. 2)

are present and are suited to the
goals of the lesson and the needs
of the class. There is good potential
for student engagement and
learning.

Active learning strategies are

present, but could be better suited
to the goals of the lesson and
needs of the class. There is little
potential for student engagement.

Does not show sufficient

consideration for active learning
and student engagement.

Inquiry Template
Rubric

Critically analyze and
interpret course content and
experiences.


Identify current trends in
education.

You asked whether there were enough active learning strategies-I think the active learning strategies are appropriate- the group activity
comprises a significant part of the lesson.