Interview as Exam: Part 3 - Complex Simplicity
This is the third post in a series on the Interview as Exam. The first outlines why we did it: the causes and consequences for me and my students of doing this kind of assessment. The second explains the first kind of interview we started with in our history department. This post explains how and why we simplified the interview, and supported the learning all the way through the course. Part 4 is about assessing the interview. I started to work with students earlier on in the course to build the skills that they weren't yet demonstrating in the interview. Even though my room was full of colourful historical thinking posters , and we referred to them often, and students were DOING inquiry regularly, they couldn't, at the end of the course, identify WHEN they had used these processes and what they had learned in the process. I put together a scaffold ( My Skills Inventory ), and made sure that we spent time in class in between the units reflecting, and putting down examples