Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
beforehand)
What will count as evidence of that understanding ? (appropriate performance and products
from students of that learning) => 1. Type of student work / 2. what should we look for in student
performance (rubrics?) ?
Importance of phrasing (goal is different from evidence), directions are not enough, a mere action
verb will not necessarily clarify/make transparent the teacher's goal.
Assessments should focus on students' ability to transfer their knowledge and apply the abstraction
in a practical way (what does that mean really?)
Assessments should be based on core tasks and not mere restitution.
Students should have a discretionary approach to knowledge, which these tasks will require.
The apparent understanding issue => tests are a cat and mouse game => fact-based tests, get it right
for the sake of it. Assessment-wise, ensuring understanding calls for conceptual benchmarks, not
just performance abilities.
Student misunderstanding and what we can learn from it
Misunderstanding is the mapping of a working idea in a plausible but incorrect way in a new
situation. Misunderstanding requires knowledge and transferability.
Distinction between learning basic principles and applying knowledge or explain what they learned.
The quest for understanding => it is a quest, a process, gradual.
Misunderstandings always conceals a form of logic, they are indicative of the various steps in the
process of understanding.
make headway
ferret (as a verb) / ferret out the key impediments
falling prey to the Expert Blind sport
dampening future attempts
larklike days in the life of a hooky-playing prep school student
igneous fusion
strikes home
trip sb up
a stark gap