Concept Models - Assessments that dig deeper

At the end of an activity, lesson, unit, or year, teachers want to know what students have learned. Traditionally, students are asked to answer questions in the form of a test or quiz to see what they have learned. As we know, these assessments often ask students to recall or recognize information, rather than show what they truly and deeply understand.

Over the past few years, I have begun asking my students to draw and write out models for the key concepts we are studying. Each unit is broken into modules (which I call Missions) and each mission has an essential question. 

Sometimes, I have students answer this question before we begin the module, and then again after, having them reflect on how their ideas have changed over time. This allows students to see that they are learning, and allows me to see what they understand.

In the concept model to the right, you can see how much more the student understands after the module, both from how she explains and based on her self-drawn diagram.

In other modules, students complete a concept model at the end of a unit as part of an assessment. The examples below show models students completed after a unit on river systems. This line of questioning helps me know that students are doing more than just memorizing the vocabulary terms. 

Genetic Engineering - Where do YOU draw the line?

As preteens, my Middle School students are working hard to establish their identities. Part of this identity development includes understanding the issues they will soon face as adults, and guiding them to informed opinions. To this end, I build a lot of discussion about genetic engineering into my unit on DNA and heredity.

In this activity, students are given a chance to debate and discuss different real uses of genetic technology, working toward an understanding of where THEY draw the line. It is important to emphasize with students that their opinion may differ from the person next to them, and that that is okay. We model how to disagree respectfully and I post sentence starters on the front board that students can refer to as needed during the discussions.

During the activity, each group of students receives 12 cards, each explaining a different real life example of genetic engineering. Students are then tasked with discussing and ranking the cards, on a scale from Never Okay to Always Okay.

For example, one card reads "Dog breeders bred pugs to have short muzzles because owners think this trait is cute. This makes it harder for pugs to breath."

As they discuss, students are analyzing and grappling with the pros and cons of different uses of genetic technology. They begin to realize what they believe is okay and what they believe is not okay. They are becoming informed decision makers.

Feel free to check out the full assignment on my Teachers Pay Teacher page.