Responses+-+Assessment

Do you have criteria to assess whether the integration was successful?
 * I do || 23 ||
 * I do not || 36 ||
 * I wish I did || 30 ||
 * I am not sure || 12 ||

**__ If you do assess integration, what criteria do you use? __**
 * *  Student response in class discussion, responses on exams ||
 * *  Anecdotes from parents, (ie: "our kid wanted to say //Shehiyanu// when he lost his tooth last night."), observations of kids ("let’s play fairies - I'll be the Hanukah Fairy, you be the Purim fairy, etc.") ||
 * *  Formally, no. But the conversation between the values in tension, the striving for a unitary perspective that integrates our Jewish and secular perspectives - this is the underlying substance of my course. ||
 * *  Informal discussion and comments from students in terms of connections that they make across the curricula and about their American/Jewish identity ||
 * *  not formal criteria- but I attend to how much "GS" content comes up in JS and vice versa. We also work together on character education and relating that to Jewish values ||
 * *  It is mostly soft assessment but in the area of integrating writing skills taught in GS with writing projects in JS I definitely have criteria. Seeing if the students are able to recognize other connections and working to strength them if they do not is a soft science. ||
 * *  Are the students able to recognize the points of integration, evaluate the contextual system of what is being integrated, build something new out of the integration ||
 * *  In a class critique, the students discuss and review the goals and objectives. They examine their ability to integrate successfully the goals of the project. If it is a painting class in which they are exploring split complimentary colors combined with the imagery of the seven species, they will review the success and or challenges that the assignment presented. This critique is three part: the student's presentation, feedback from the class and lastly, feedback from the teacher. ||
 * *  Student assessment and work is all integrated ||
 * *  Different assessments for each type of integration. For example, if we are looking at Western and Jewish sources on theodicy, students will create one-act plays in which standards are provided for the quality of the dialogue. ||
 * *  conversation with students ||
 * *  Mostly I have student assessment for the success of the integration, but I would like there to be more substantive information I can process for reflection. ||
 * *  In some areas I assess in my classroom, but there is much room for growth here. ||
 * *  I look at student work and future class discussions. I wish I had more concrete assessments. ||