Page 191 - Foundations of Learning, 4th Edition (Revised)

Assessment Levels in Action

Scenario:

In honor of Earth Day and in acknowledgement of rising gasoline prices, the college is hosting
a student debate on the viability of using ethanol for all vehicles. Students from environmental
studies, sociology, automotive and diesel technology, and agriculture studies offered to debate on
the proposition: Ethanol production can solve the gasoline crisis and diminish greenhouse gases.

Several different classes are watching the debate and have been asked to fill out an SII form. The
college wants to find out if such a debate should be held on other topics as well. Four of the students
from Chapter 1 attended the debate; their SII Assessments are shown below. Remember that your goal
in using the SII Method of Assessment is to improve your performance as an assessor, moving from
Level 1: Observation (or whatever level you’re currently at) to Level 4: Transfer to a New Context.

LEVEL 4: Transfer to a New Context Star Performer
Paula
S Researching the background of your audience can help you stimulate interest
in and attention to your message.

I If you define key terms at the beginning of your presentation, you can continue
to use them in the flow of your talk. Your audience will feel they have already
learned a great deal about your subject.

I Despite differing opinions on a topic, clarifying common ground will make the
audience more receptive to your ideas and more willing to share their own
ideas on the topic. This should create new knowledge on the topic.

LEVEL 3: Application in a Related Context Self-Starter Sam

S Preparation can help you make your case in a confident and convincing way.
I Clarifying unfamiliar terms for your audience will help them engage more in

your topic and be more open to your argument.
I It’s not necessary to limit a complex topic to an either/or conclusion, even when

you have a clear position.

LEVEL 2: Comprehension of Key Issues Responsive Rene

S The students had a variety of authoritative and up-to-date sources.
I The science behind ethanol production could have been more clearly explained,

perhaps through visuals.
I The fuel crisis is more complex than an “either ethanol or gasoline”

argument.

LEVEL 1: Observation Content Connie

S The students were prepared.
I There was too much science talk.
I Ethanol is not going to make gas cheaper.

Chapter 7 — Addressing Personal Obstacles 185