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Misconception CHeck
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Steps for using misconception checks accurately:
- 1. Teacher presents a false fact about current lesson.
- 2. Each student decides whether they agree or disagree.
- 3. Students present their agreements/disagreements in a variety of ways depending on teacher preference.
- 4. Teacher notes responses and reasoning behind opinions and adjusts teaching based upon findings.
- 5. Students are made aware of correct answers and the reasoning behind the misconception is explained.
Methods of presenting students opinions within a classroom setting:
- colored cards (green for agree, red for disagree)
- thumbsup/thumbs down
- standing up or sitting down
- polls:
- students tally on the board
- through poll appliation on ipads
- handing in notecards
Students should not only give an agree/disagree statement, but be required to give a relevant explanation, thinking critically about the concept and challenging their previous knowledge based upon the question presented.
Description:
A misconception check is a type of formative assessment that is meant to see if students, when given a common misconception about a covered concept, can explain why they agree/disagree with the statement.
Can I assess knowledge
gained through addressing misconceptions in a summative assessment as well?
When is this formative assessment applicable/useful in the classroom?
Absolutely. Misconceptions in a true/false or multiple choice questions can be a successful way of assessing students ability to critically think about information covered within a content area rather than testing prior knowledge.
It can generally be used in any circumstance, but is best within: reviewing a lesson to check for understanding, testing prior knowledge on a topic before a lesson, and challenging misconceptions as a way of engaging the students when introducing a new concept.