Mrs. Francine Bassett
Science Teacher, C. W. Baker High School in Baldwinsville, New York
If you’re an educator, you can most likely relate to this knowledge assessment cycle (or something similar): teach; assess; differentiate; remediate; assess; repeat. Assessing students’ learning is a common occurrence in and out of the classroom, and it can require a great deal of time to assess students in a way that is relevant and effective.Time is a valuable commodity in the education world. It takes time to develop assessments, time to deliver assessments, and time to analyze assessment results. It also takes time to develop strategies to improve or modify a teacher’s instruction. We connected with Mrs. Bassett, a science teacher at C. W. Baker High School in Baldwinsville, New York to learn about her experience using Castle Learning.
Castle Learning has reduced my time giving, grading, and analyzing assessments. Too much time is spent on testing as it is. It provides ‘data’ which can then ‘drive’ instruction.
The investment of time it takes to accomplish all of the tasks surrounding assessing student knowledge and comprehension was one of Mrs. Bassett’s frustrations before she started to use Castle Learning. She found that Castle Learning is a more efficient way to accomplish the tasks surrounding assessments and it simplifies real-time data analysis. “Castle Learning provides immediate feedback for teachers and students and can create reports that break down topics and benchmarks.” says Mrs. Bassett. “Castle Learning has reduced my time giving, grading, and analyzing assessments. Too much time is spent on testing as it is. Castle Learning provides ‘data’ which can then ‘drive’ instruction.”
Creating multiple and/or personalized versions of assessments and meeting students individual needs are other features of Castle Learning that Mrs. Bassett appreciates. Castle Learning “can ‘scramble’ the test questions and allow students to create their own assessments based on data showing where they need to improve, giving them responsibility for their own learning.” In addition, having multiple versions of assessments helps to prevent cheating in Mrs. Bassett class. “[Castle Learning] has allowed me to better meet the needs of all students (including IEP students that get extra time or tests read), putting the responsibility back on the individual learner, and this year in particular meet the needs of a transfer student from Puerto Rico who speaks virtually no English (because most of the questions can be read in Spanish).”
Providing students with review methods and study skills was another frustration Mrs. Bassett faced before she began using Castle Learning. With Castle Learning, each question provides students with relevant vocabulary and flash cards, hints for a second try, and an explanation of the correct answer. “I have used Review books, practice materials in note packets, and assigned review. The results were mixed and it was difficult to monitor and keep track of student progress.”
When we asked Mrs. Bassett if she has experienced any direct “big win” students’ results for her class because of Castle Learning, she responded with “seeing students have success on written assessments, the New York State Regents, and their recognition of a new way to study, practice, and learn material, AND they liked it.”
To learn more about how Castle Learning can help you empower your students to achieve greater results and take ownership of their learning, inquire about a free trial or schedule a demonstration.