In order to implement effective assessment into a classroom, it is important to put forth a systematic approach. Outlined here are 4 steps into creating classroom assessments: 

 

1. Gather evidence for assessment

Before developing assessments, the teacher should begin by asking the following questions: 

• 1. With which learning targets or objectives is this assessment aligned with?
• 2. Do the learning targets ensure that higher-order thinking skills are required?

Matching the Learning Targets to the Right Assessment

In order to create classroom assessments, it is necessary to explore the types of learning targets: 

 

Knowledge Targets : These targets focus on students’ knowledge of facts, concepts, ideas, and generalizations. 

Keywords that we ask students to do: define, view, list, identify, memorize, review

 

Skills Targets: These targets usually follow the knowledge targets and are concerned with developing the ability to perform or use strategies. These can also include the creation of products such as papers, portfolios, models and videos. 

Keywords: use, create, produce

 

Reasoning/analysis Targets: This targets how students think deeply and to analyze concepts and problems. These require students to use their understanding and knowledge in order to solve problems. 

Keywords: compare, contrast, debate, analyze, judge, evaluate.

 

What types of Learning Targets are these?

 

Math the learning targets on the right to the 3 learning outcomes of learning to the left. 

 

Type of Learning Outcomes

Student Learning Targets

A. Knowledge     B. Reasoning     C. Skills/Product development

Writes effectively for various audiences and purposes  Develops knowledge and understanding of how language is used.  Uses historical and contemporary information to demonstrate cross-cultural understanding Demonstrates knowledge of melody, rhythm, harmony, pitch Uses music vocabulary correctly Develops a personal wellness plan that recognizes the impact of nutrition and fitness on personal well-being Chooses and devises appropriate strategies to solve mathematical problems

 

Answers: 1. C 2. A 3. B 4. A. 5. A 6. C 7. B 

 

 

 

 

2. assign and choose the right tools

Matching types of Assessments for each Learning Target: Examples of Assessment Tools

 

Knowledge Targeted Assessments: 

 

Background Knowledge Probe- short, simple questionnaires prepared by instructors for use at the beginning of a course, at the start of a new unit or lesson, or prior to introducing an important new topic. A given Background Knowledge Probe may

require students to write short answers (3-5 questions:2-3sentences each), to circle the correct response to multiple-choice questions (10 to 20 questions), or both.

 

Misconception Check: The focus is to uncover prior knowledge or beliefs that may hinder further learning. Present students with common or predictable misconceptions about a designated concept, principle, or process. Ask them whether they agree or disagree and explain why. The misconception check can also be presented in the form of a multiple-choice or true-false quiz.

 

Memory Matrix (?): 

 

Reasoning Targeted Assessments: 

 

Pro and Con Grid: 

 

There are various tools to use in assessing students.

     One kind of assessment are written components. These consist of journals, notebooks, projects and portfolios

     Portfolios: These are written collections of a student's work.

     5 different types of portfolio that is used as an assessment tool:

• 1. best-work: encourages self-assessment and builds self-esteem
• ex: collections of paintings, drawing, photos that display best work
• 2. memorabilia: may help to assess self-esteem or motivation
• ex: scrapbooks, photo albums
• 3. growth: gives a clearer picture of a student’s progress and achievement over time 
• ex: collection of writing of a student from 1st grade to 3rd grade (marks change) 
• 4. skills: may help to bring out student’s strengths 
• ex: students collect work samples to prove they are employable 
• 5. assessment, proficiency, promotion portfolio:
• ex: collection of proficiency areas on electronic file 

     Journals: These can be used for self-reflection and a means  

 

 

 

3. Score Assessments (using rubrics)

4. Give feedback and how to give feedback

Implementing Feedback and how to give Feedback: 

Feedback is important and part of the formative assessment process. It’s not just enough to assess the students. Think of the classroom assessment process as collecting data. Feedback is the important step of analyzing the results and relaying to the student how to improve their abilities. 

 

Activity 1:

Think of the last time you were given feedback on something that you did. Was it helpful? How did you feel? 

 

 

Here are some basic feedback strategies to use when giving feedback: 

 

1.  Timing 
2.  Amount
3.  Mode
4.  Audience 

 

Timing

It is important to give feedback to students when they still have the topic, performance, or assignment still fresh in their minds. And its especially necessary when the feedback is being given when they are still working on the same learning target. Feedback won’t have any value to students if they do not need to apply again for the rest of the school year. 

 

Good use of strategy: Return tests and assignments quickly and promptly

Bad use of strategy: Delaying the return of tests and assignments  

 

Amount

Determining how much feedback to give is a difficult decision. Your feedback should give students a clear understanding what to do next on a point or points that they need improvement. 

 

 

Examples of Good Amount of Feedback	Examples of Bad Amount of Feedback
select 2-3 main point about a paper for a comment give feedback on important learning targets Comment an equal amount on strengths and weaknesses	Editing only grammatical or mechanical errors for a paper Writing comments that are longer than the paper

 

 

 

 

Mode

Feedback comes in different forms. It can be written, like writing comments for a paper, oral feedback, such as commenting on the work of the student while they are working, and even demonstrating to a student a certain procedure are various modes of feedback. 

 

 

Examples of Good Feedback Mode	Examples of Bad Feedback Mode
Using written feedback so students can look back for future use Using oral feedback for students’ who don’t read well Demonstrating how to do something if the student needs to see           how to do something or how it “looks like”	Speaking to students because you don’t want to write  Writing to students who don’t read well.

 

 

Audience 

Feedback works best when it has a strong sense of audience. Feedback on an individual’s work should be addressed directly to the individual. Giving feedback to a class or group would be beneficial and time-efficient. 

For example, when speaking to the class when only a group needs feedback, it might be a good idea to use other students who have mastered the concepts to demonstrate these concepts to the rest of the class.  

 

Examples of Good Choice of Audience	Examples of Bad Choice of Audience
Giving specific individual feedback	Using the same comments for all students  Never giving individual feedback because its too time-consuming.

 

 

Concept Check Questions (5-7 minutes) 

1. Name a few examples of different modes of feedback
2. Why should timing be an important factor in giving feedback? 
3. Imagine that you are a middle school math teacher. You find that a third of the class had trouble on an assignment on how to draw a 45-degree angle. How would you give feedback in this situation? Address each of the strategies of feedback mentioned above and create a strategy to give feedback. When you are finished, talk with an partner and discuss your strategies with each other.