Wednesday, May 4, 2016

Printouts - Index

Traditional multiple-choice, right mark scoring (RMS) is generally carried out in a static mode. Students are a product being assessed by the number of right marks. The score is a lower level of thinking performance rank on that test.

Knowledge and Judgment Scoring (KNS) allows student an equal voice in testing with the test makers and teachers. There is a big difference between testing those who have learned and those who are learning. Master teachers know this and respond to student needs.

KJS is dynamic. Learning is dynamic. Knowing is static. Rote memorizing what some one else knows is static. 

Questioning is dynamic. Proposing answers is dynamic. Verifying  answers is dynamic. Having learned is static. A different right answer may exist at each stage to the same question. This is why it is so difficult for those who know to guess how difficult a question my be on any one test (RMS or KJS). Knowing requires an analysis beyond RMS. 

Knowledge and Judgment Scoring can assist every teacher to be a master teacher: to know what each student knows he/she knows and what has yet to be learned. It then follows that high quality students get high test scores. They can answer questions they have not seen before.

The following printouts illustrate RMSing in a small class and KJSing in a large class.

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