Tag Archives: alternative assessment

What Can Educators Learn from the Great British Bake Off?

gbbo
©BBC, Fair Use for Educational Purposes

I know I am really late to this party, but I just discovered The Great British Bake Off. I have been catching up on each of the seasons available on Netflix. It’s rare for me to actually be able to binge-watch something, but I can watch The Great British Bake Off all day. I find it helps me destress a bit. I love seeing what the contestants come up with. I admit I haven’t watched the American versions. If you have, feel free to chime in here, but my feeling is that it couldn’t quite work the same way with American contestants because one of the best things about The Great British Bake Off is the fact that even though contestants are competing against one another, they support each other, show each other kindness, and even seem happy for others when they are named Star Baker or win the competition and sad to see contestants go. I’m not sure Americans are like that in a competition.

I don’t have this idea fully formed in my head yet, but for the past couple of weeks, I have been wondering what educators can take away from this show. I don’t mean the competition aspect, necessarily, but the structure of the show intrigues me as a learning model.

If you haven’t seen it, each week has a different focus: Bread Week, Pastry Week, French Week, etc. Some of these themes repeat each season, while others don’t necessarily. For example, the most recent season available on Netflix included a Vegan Week. Bakers have to display a wide variety of skills and apply what they know about baking to several challenges.

The first challenge in each episode (or week) is the Showcase Challenge. This challenge sets a goal, such as making 24 identical buns, that allows contestants to demonstrate their skills. They know the Showcase Challenge in advance and are allowed to practice recipes at home. The second challenge is the Technical Challenge. For this challenge, contestants do not know the recipe, and often, the judges set really difficult baking tasks for the contestants. They must apply what they know about baking to the challenge because in some cases, they are not given full, precise directions. It’s not uncommon, for example, for the baking directions to just say “bake” without offering baking time or temperature. The final challenge each week is the Showstopper Challenge. For this challenge, contestants must impress by going all out to create something truly amazing that fits the theme. For example, if it’s Cake Week, the judges might ask for a landscape cake with a whole scene in edibles.

I am a bread baker, somewhat new to baking bread as I had always thought it too intimidating. I’ve been baking bread about a year and a half or so. Not too long. I love baking bread. It tastes good, and it provides just the right amount of challenge coupled with simplicity—after all, it’s mostly just flour, water, salt, and yeast. I have had a sourdough starter going for about 15 months.  I started watching The Great British Bake Off thinking I would find it entertaining since I like to bake. I didn’t really expect to learn anything from the show, and not because I’m an expert or anything, but mainly because I don’t usually learn much from television or video. I generally have to read books. I actually will read cookbooks cover to cover. However, aside from learning a few things about baking that I didn’t expect to learn, I also noticed the show teaches a few important skills and competencies that it would be good for all students to learn.

First, the show asks contestants to apply their knowledge about a variety of baking skills, from cookies (or biscuits) to cakes to bread to pastries. All aspects of baking are important: the appearance, the flavors, the ability to follow instructions and deliver what is asked. Each week’s three challenges offer an opportunity to demonstrate different skills:

  • What can you produce within the confines of certain expectations with time to practice?
  • What can you produce bringing to bear what you know about baking when you are giving a challenging task?
  • What can you make that will really impress?

These skills could be applied to other kinds of learning. What if an art class tried these three different challenges? A Showcase with a chance to paint something you know well? A Technical that challenges you to apply a skill, such as stippling, to create a painting? A Technical that challenges you to apply an array of painting skills to create something.

What if a writing class gave students a Showcase challenge that allowed them to write in a genre of their choice about a topic? A Technical that gave a topic and challenged students to write in a specified genre? A Showstopper that asked students to write in several different genres on a topic?

These ideas are obviously not fully formed, but I must admit when I watch this show, several things impress me. The contestants take feedback really well and learn from it. They demonstrate a great deal of resilience and dedication to learning. They have to display a wide array of baking skills, probably far more than the average home baker usually knows. As I mentioned before, they are really supportive of each other. I have actually seen several contestants help others when they’re struggling.

I can’t help but wonder what might happen in a classroom that looked a little bit like The Great British Bake Off.

Digital Stories: Feedback from Students

feedback photo
Photo by Skley

After we viewed the digital stories my students had created this year, I asked students to evaluate themselves using the rubric I had given them. Next year, I will definitely make time to create the rubric with the students in advance. The rubric I have is good, but the students could make it better. On the back of the rubric, I asked students to give me feedback about the project. I wanted to collect some of their feedback here for those who might be thinking about this project and are feeling on the fence. This feedback represents what the students actually said (warts and all).

Don’t change this from being the final exam because it’s an absolutely great way to end the year and it’s really fun. I don’t think anything needs to be tweaked, the timing is perfect, the spacing for due dates is good and the help given is great.

I loved the project and how we could all pick whatever we wanted and got to watch everyones. Don’t have to change anything, it was great.

In all honesty, I think this project is a lot of fun to put together and all the criteria make sense, even when you don’t think you have a story to tell. It fits for everyone, especially with all you can choose from.

I think the idea of this project is awesome. I had a lot of fun with it and finally learned how to use iMovie. I didn’t find anything wrong with the project.

I liked this project. It was very fun and I enjoyed watching the videos at the end. I liked being able to pick your own idea instead of being told what to do. I wouldn’t take anything out. I liked where you checked our script too. It really helped me at least with knowing it was ok.

The project is great! I enjoyed every part and was excited to do it every step of the way. The one part I had difficulties with was the sound aspect. The sites are great [sites I provided for finding public domain and Creative Commons media] with so many options, but I’m not good at picking things like that. Thank you for helping me find the “perfect” one (better than I could have done).

I don’t know how you could improve it. I thought it was well explained and fun. I would keep everything the same.

I don’t think there should be many changes to the project at all. It’s a really good and fun project. I enjoyed making my video and going back to find everything.

You should keep this project next year. I really enjoy doing the digital story.

The project was very clear and I really like how our final was a project. The project helped me become more creative and engaging. Personally, I really like it and nothing should be changed. Also, I learned a lot in this class, and thank you for a great year, Mrs. Huff!

This project was very fun. I enjoyed our own choice of theme. It was even fun looking back at old pictures and reliving my little league life. One thing that did frustrate me was learning to use different applications on my computer. If I was taught throughout the year to use these different sources this project would have been much more enjoyable. Overall a great project.

I have to point out that last feedback came from a student who struggled with the technology to the point of wanting to give up and take a zero. He persevered, and he did a fabulous job in the end. He was very proud of his work. His feedback about using the software earlier and more often is legitimate. Many students tell me this project is the first time they have opened the iMovie and GarageBand applications on their school-issued computers.

I had a lot of fun doing the project, I enjoyed showing where I’m from and I hope my video would inspire someone to visit one day.

I like the project and we have enough time to do it.

A few trends emerge for me from this feedback:

  1. Students seem to love this project, and even those who struggled said it was a great project and should be kept in the curriculum.
  2. Students seemed to feel they had enough time to complete it. I was worried about that because I gave them more time last year.
  3. Students appreciated the agency they had as they created the project: picking the topic and telling the story they wanted to tell was an important reason why they enjoyed the project.
  4. Student felt proud of their work. They didn’t exactly say so in so many words of feedback to me, but it shone through in the feedback they gave themselves. Here are some snippets:

I am very happy with my music choice and the amount of pictures I chose.

I had a lot of good pictures.

I liked how I had the music start after I said the title.

I liked the pictures.

I thought I had the perfect music and well placed pictures.

I did not have many pictures, but I was able to think of ways to get around lacking pictures.

I paid lots of effort on it and I really enjoy this project.

I did well with the pictures as well as the story.

This project was very challenging for me from the start. After figuring it out things began to come together. Once my voiceover came in I started to enjoy the project.

I think my video has pretty good background music and photos that go along with the voice.

All these comments tell me that the students feel good about what they were able to do. They offered fair criticisms as well. Most of them didn’t feel 100% confident their voiceovers were as good as they could be, but that could also be they are not used to hearing their voices and worry about how they sound (most of us feel that way when we hear ourselves on a recording).

This project makes for a great culminating narrative. They worked on narrative writing, and putting their personal narratives together with image and music to tell a story using video was a great way to see what they had learned about telling a story. And as it turns out, they learned a lot. I’m really proud of them.

A is for Assessment

ExamI have thought for some time that if I ever get myself together enough to write a book in the field of education, my subject would be assessment. It’s probably the issue I think about the most often. It truly bothers me that it’s done so poorly—not just with standardized tests, but also in classroom settings. It’s too big for a blog post, but I will put a few of my thoughts together.

Several years ago, and some of you have been reading this blog long enough to remember, I read Understanding by Design by Grant Wiggins and Jay McTighe. When I read that book, things really clicked for me. I cannot honestly say that I create UbD units for everything I teach, but one aspect of UbD that has really stayed with me is authentic assessment. I don’t give tests, even though UbD says tests are fine in addition to performance tasks. I give quizzes, but rarely with multiple choice, true/false, or other types of purely objective questions. I tend to ask more open-ended questions that require students to tell me what they know about a given topic. Aside from these types of quizzes, the main types of summative assessments I give are writing assignments, discussions, and projects.

Our school is incorporating more project-based learning. Project-based learning is not the same thing as doing projects. I have had to do plenty of projects in school that were more or less busy work and didn’t demonstrate much learning. Those old dioramas come to mind. Quite a few posters come to mind as well. However, I do recall doing some projects as a part of project-based learning that required deeper learning. For instance, in the sixth grade, I created a tour guide for Venezuela. I am sure that my social studies teacher required certain elements, such as tourist destinations, exchange rates, and the like, but what I remember is researching the country and creating the pages in my guide so that I my readers could learn everything they needed to know about the country in order to prepare for a visit. I still remember showing the project to my language arts teacher, who told me, “Oh, now I want to go to Venezuela.” I remember doing the work and what I learned because it was an authentic assessment that placed me in the role of a tour guide writer who needed to convince readers to visit a country, and it felt fantastic when my language arts teacher liked the project. My social studies teacher easily could have asked us to write a research report that included the same information, but I doubt I’d still be remembering the research report more than 30 years later, nor would I remember what I’d learned about Venezuela. The most important thing is that I did all the work. I did the reading and research. I created the tour guide. My teacher must have given me class time, but I recall sitting by myself in the library, with a copy of Fodor’s Travel Guide, encyclopedias, and other books.

One of the reasons I am an advocate for authentic, project-based assessment is that I have seen the students’ engagement in the learning, and I have seen how it helps students to learn and remember more of what they learn. There is a saying that has been bandied around to the point of cliché, but it’s worth sharing at this point:

Franklin Quote

Some years ago, a student gave me a card that I have cherished. In it, she wrote that she felt the work she did in my class was relevant. To be quite honest, the work I assigned, especially before I became thoughtful about designing for understanding and authentic assessment, was not always relevant. In fact, it often wasn’t. Students should understand why what they are learning is important and what they might do with it in the future. We’re not always great at communicating the importance of the work we assign. We need to reflect on the work we ask students to do. We need to determine what it is that we want students to learn, and we need to plan lessons and assessments that will help the students learn that information. We also need to give students agency and choices. Students should have a role in selecting reading and writing assignments. They should be given opportunities to discuss what they are learning in their reading and writing, too. It is in this way that we can involve students so that they learn.

None of that is to say that we do away with essays or tests, but we need to ask students to apply what they are learning in our classes so that they understand they’re not learning it for a test. I have only scratched the surface and don’t feel I’ve said a whole lot here, but please check out some of my other posts on assessment for more, and of course, more will come, as I can’t seem to leave this topic alone. (See tags and category links below for more on assessment.)

Chalkboard background: Karin Dalziel

I Like Projects

A conversation*:

“Mrs. Huff, are we going to do another project soon?”

“Fairly soon.  I want to finish The Iliad.”

“I really like projects.  I think they’re better than quizzes or tests because you really think about it and analyze it more.”

“I agree.”

“Plus I know when I study tests, I might do fine, but I forget it like a month later.”

“I know.”

“But with projects, I think about it from more angles and I enjoy it more.”

“We’ll do some more projects, but we have to do papers, too because composition is important.”

“Papers are cool, too.  But I really like projects.”

Out of the mouths of babes.

*Paraphrased because I recount it here about 5 or 6 hours after it occurred.

The Odyssey

I am once again teaching The Odyssey.  I have posted my UbD plan for this unit over at the UbD Educators wiki.  The unit plan is not different from what I’ve done with The Odyssey in the past, but I don’t think I’ve ever framed it with essential questions.  Incidentally, inspired by Tom from Bionic Teaching, I have decided to integrate Google Earth into the project for the first time.  I need to do some more playing with Google Earth so I can figure out how it works, but based on what I’ve seen so far, I think it will be a good tool for us.

The performance assessment is a project detailed in English Journal, “Bringing Homer’s Odyssey Up to Date: An Alternative Assessment,” Vol. 86 No. 1, pp. 65-68, Jan 1997.  I was a student teacher when I first used it (the 1996-1997 year was my student teaching year), and I have always had great success with it.  If you teach The Odyssey, I highly recommend that you get your hands on a copy of that article.  I am going to have the students chart their own Odysseus’ journey using Google Earth.  I am contemplating publication online through a blog or wiki or some other type of website, but we’ll see.