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I teach computer science and a large number of our assignments are project-based and require the creation of a product or the outlining of a process. I have students refer to THEIR project/product/process and have them express what they learned, how they learned it, how they would teach it to someone else, and I also ask them what they would differently, if anything.

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I personally use multiple choice and true/false tests.

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I teach English as a foreign language to teenagers and as summative assessment for grammar I use 4 timed Google forms (quiz mode) in the same class. Students are given 4 different versions of the same questions in different order. In this way they can't use the chat of the LMS to copy from each other. We then discuss the answers in plenary and explain if necessary.

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Being a math teacher, i like to give my assessments in increasing level of difficulty. i make it a point to provide meaningful and personalised feedback to my learners after each assessment and before giving a new assessment so my leaners get the time to catch up. the key point here is to cater for varied cognitive levels in the class.

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With the use of micrcrosoft teams it becomes easier to use different strategies for learners to be fully participating and interactive. Assessemtns can be done with an interactive educational software with the teacher having full conteol

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For this year, I am implementing more formative assessments.
But, I guess a combination of traditional and performance assessments remain the best.

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I like to make the assessments as personal and as applicable to student's own lives as possible. Sometimes that means waiting to add in some details about thee assessment but when it means they will have to create or demonstrate for someone or solve a problem they face at home, then it's not something that's easy to google.

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There are usually two parts to my summative assessments.  The first is knowledge.  Let me know what you know through true/false, choice, and simple answers.  The second part to my summative is procedural assessment in which students show the actual robot preforming the task at hand or how circuits work through Snap Circuits, etc.

It is about half and half which type of assessment they like best. What I do know is when students excel in their procedural assessment they have the knowledge of the content and/or concepts.

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I personally do not like trying to trick students with some of these suggestions.  I understand the need to make the online students' tests be made to valid, but what about the others that are in the classroom.

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I personally do not like trying to trick students with some of these suggestions.  I understand the need to make the online students' tests be made to valid, but what about the others that are in the classroom.

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I love the idea of video assessments using a tool such as Flipgrid in a 3-2-1 format. Having a reflection in the assessment keeps them honest!

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I love the idea of video assessments using a tool such as Flipgrid in a 3-2-1 format. Having a reflection in the assessment keeps them honest!

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A tool I use for assessment is the SLSO~smart learning suite online. I can assess my student's knowledge in various areas for example phonics, math, and social studies and science. I create individual handout for each student and I am able to see what they know, what they need to know to make progress.

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I used Smart Learning Suite for assessments. I teach a word family and have the students add the beginning sounds.  As the year goes on,  they add the vowel sounds that we learned that week.  This helps me see what each student knows and what he/she does not know. 

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I used Smart Learning Suite for assessments. I teach a word family and have the students add the beginning sounds.  As the year goes on,  they add the vowel sounds that we learned that week.  This helps me see what each student knows and what he/she does not know. 

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The reflection piece is key here. We learned that if a student googles and answer the student may get the right answer but can they explain what part was hard and why. This causes the student to actually do the work. :)

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"Explain (compare/contrast when appropriate) in your own words" then Create...

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"Explain (compare/contrast when appropriate) in your own words" then Create...

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When I want to know specific knowledge from kids, I always provide a way for them to explain in their own words, or preferably to compare/contrast/analyze in their own words. Then, (and for the "big money"), I usually have them create a product using that information as a project or to solve a problem.

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We use Nearpod for our Battle of the Books competition and also for library orientation assessments. Love the flexibility--we can do Kahoot style questions with the Time to Climb activity, m/c, t/f, short answer, fill in the blanks, and even drawing questions. For example, we did a question for orientation that asked students to look at a picture of the library website and circle where they would click to access something. That can't be googled and is easy and quick to grade.

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Whenever possible, I try to consider the professions that would reflect the task. Then ask myself, "What would that professional have to in that job reflective of our standard?" That gets me thinking about how to create a task, but also modify it to reflect age appropriateness, while also allowing wiggle room for varying abilities.

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I try to use a rubric whenever possible that includes the scholar taking the information they learned and applying it rather than just answeringthe questions.

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I work with young children in a small group setting. My problem isn't that student's are googling, but that there's someone close by either telling them how to respond or doing their work for them. Because of this my favorite way to assess my students is one-on-one with the camera and audio on.

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I allow student to choose their answer but they must show their work, how they came up their answers in math. Multiple choice and student must show their work.

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I like creating short answer assessments that require students to respond to situational type of questions. This requires critical thinking skills and makes the problems relatable to real-life.

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I like to use questions that  have the student formulate an opinion that needs to be explained.  I also like questions that start with "Why do you suppose...."

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On vocabulary assessments, I try to avoid simple definition matching /multiple choice or synonyms. Instead, I create unique sentences where they have to plug in the vocab word that makes the most sense. Or, I ask questions about connotation/reactions related to certain words that would require a student to understand a step further about the word than just matching word to meaning

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I like creating unique projects that get pretty specific in their requirements. I also require students to use certain websites as resources so I am able to see where they are obtaining their information. Right now, my English 10 Honors students are doing "Take Action" research projects on a humanitarian issue. They have the option of presenting their slides in person, on our Meet, or creating a Flipgrid or video presentation.

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Our science assessments focus on the journey, not the destination. This allows students to focus on the process, not just focusing on the correct answers.

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I prefer using self based writing assignments, they are not answerable by googling nor are there any prototypes out there on the internet. It takes more time to develop but students are actually allowed to show what they know.

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I put questions in a jamboard and require all work to be shown or I have students upload a picture of their work on paper and will not give full credit without work.

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I enjoy giving students an opportunity to create things to demonstrate their learning. I also love using Flipgrid.

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I have given students the task of working Math problems out one step at a time in a FlipGrid video using paper or a whiteboard. That way, I see their entire thought process from start to finish, and I see that they didn't just use a calculator or Google the answer.

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We moved to standards based grading (no letter grades) several years ago and it changed the way we assess (and more closely aligned with my ideas about assessment). I can't really think of any assessment that I've given that can be Googled. We do use Eureka and the tests could potentially be found online (or they could use a calculator), but showing work is required, so that negates the issue.

I tend to think of all assessments as formative except standardized tests (and I don't think much of them at all). One thing to always keep in mind is if many students miss the same problem, it's a teacher problem. Was the question/problem clear, had the concept been taught in a way for all students to understand, etc.

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I prefer short answer applying knowledge to a different situation.
. I am going to try having students reflect on how they know.

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I like to give students assessment that revolve around my schools districts test questions requirements.  

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I like to give students assessment that revolve around my schools districts test questions requirements.

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I like to give students questions where they are required to analyze a real world situation and apply their knowledge. Less opportunities to cheat and more to show true understanding of the content.

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Follow a low level test item with a follow-up question, "How do you know?"  [Modified assessments may use a a sentence frame with "I know this because ..."

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Provide students the opportunity to show their knowledge with assessments that require more than identify or recall an event

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Real-World Scenarios play out on Nearpod with intermittent questions
(1-3) where answers are to reflect understanding of kep concept (eg. wiritng a research question).

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I try to write a few mutiple choice questions that requirer higher level thinking. These questions are harder to write, but they are effective.

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Flipgrid is a great way to explain/teach what they have learned.

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I rely on assigning my students tasks that are open-ended and that can have different solutions. They explain the way they solved them. I take notes on their explanations. Their understanding or flaws are evident in that narrative .

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I only do performance tasks that solve real world problems and are open ended.

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I only do performance tasks that solve real world problems and are open ended.

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I still find the different types of assessments confusing but  I love the variety of ways you can test understanding throughout your lessons. You can definitely reach all learners and easily what they've mastered and where they still need help. 

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I still find the different types of assessments confusing but  I love the variety of ways you can test understanding throughout your lessons. You can definitely reach all learners and easily what they've mastered and where they still need help. 

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I love using wixie for PBLs. I can see if students understand content, how they write and there's the option to record, so I get an oral language sample, too. Overtime I can see progress because projects are saved.

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less declarative answers more procedural answers.
Include reflections type questions to determine understanding.
Have students support their answer with reasoning, can also be used in math.

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Use LMS to time traditional type assessments.  Students don't have the time to google it.  Write more application problems and less solve the equation problems.  If you only ask students to solve, Photomath can do it for them and just need to write it down.
I switched more to projects to create images using demos and conic sections and submit a video explaining how the equations were developed.  Also had a project that students wrote and solve your own combinatorics questions and gave an oral zoom presentation demonstrating their permutations and combinations etc.  They had to choose topics that are meaningful to them and include an explanation/reflection about how their topic is important/relevant in their lives.
A colleague had students record Loom videos of themselves while they took a more traditional type math test.

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I love using Flipgrid to have students explain their thinking.  I think it is very powerful and allows me to understand their thinking as well as their ability to solve a problem.

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Students demonstrate learning by explaining or demonstrating using the video tool on Seesaw.

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I'd like to hear more about how to form a review sheet for a formative assessment.

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Sometimes I use student birthdate as an indicator as to which question to ask. I also sometimes use a random number generator for the same purpose. Students are not giving the same answers that they can copied. I would like to also use plagiarism software if my district would allow it and pay for it.

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I have not had the opportunity to use it much, but based on my success with providing relevant feedback using screencasts, I would like to see students using screencasts to show their understanding (Flipgrid, Screencastify, Kami, etc).

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Getting Creative and Moving Beyond What Can be Googled

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Getting Creative and Moving Beyond What Can be Googled

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We are constantly trying to convince colleagues that trying to block a student during an online assessment is pointless. Most have cell phones.  Asking students to explain their thinking or how they arrived at a conclusion is more impactful than simply repeating a memorized definition or date. We are encouraging teachers to incorporate opportunities for audio/ video explanation  and demonstrations. Flipgrid, Looms, Adobe Sparks, Slides, etc are all great opportunities for students to teach what they know.

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Best way to tell how well a student knows the song, excerpt, scale, etc. in an online environment. Can also assess phrasing, diction, intonation, vowel formation or other specific singing techniques that have been the focus of the lesson.

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This not an easy task if students don't know other than "that is what you told us" Students must think beyond the obvious.

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What I do is ask the students, for example: to explain why they did not choose another answer, how they decided that was the right answer or ask them to give me evidence to prove where in the text is the evidence.

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Rather than having students factor an expression (something an online app can do for you). I give them the fully factored expression and then have them explain why my work is correct or true. This makes students think about why problems work out the way they do.

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Have students make corrections to work they have submitted.

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My students enjoy using Kahoot and makes for a quick easy assessment.

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Student finds the error in the math problem and reworks the problem to correct the mistake.

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A formative way of assessing my students in their journey to learning how to write very structured essays is to ask then to reflect in their own writing, not only for grammar errors, spelling and syntax but also for meaning, content. "Does that make sense to you?" and it's amazing how much students can correct and remember from previous corrections I've made.

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I use google forms which is self grading. This would eliminate the time it takes to grade a test.

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I use google forms which is self grading. This would eliminate the time it takes to grade a test.

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I have students create an ongoing portfolio/ gallery so they can see their own art progression, they also include the reference for their idea with the name of the designer/ source included-so it stays honest. Here you see the author of the quote and the artists designer in the corner.

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I am a big fan of using the I-search paper as a research paper. Basically it's a research paper but it has a personal meaning to the student in the student is able to explain why that topic is important. They conduct all of the research and learn how to do in-text citations and other important skills. Plus, they are so excited to share what they are learning about with their peers. Ownership increases engagement and learning. 

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Book Creator as a Performance Assessment tool 

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Book Creator as a Performance Assessment tool 

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I foud Book Creator app a great option for young students (Grade1 -2)to demostrate their learning by creating their own comic book, journal, or story.

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Traditional assessments - Note taking is required in my classes. Whatever is said and emphasized may be on the test. Students know that.
Performance Assessments - Case studies around themes that a various components that lead to a final grade.
Grading - sometimes holistic, analytical.

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Favorite Performance Assessments (chunked with rubric checklists for each chunk before summative rubric for project)

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Favorite Performance Assessments (chunked with rubric checklists for each chunk before summative rubric for project)

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- comic book, series of memes or inforgraphics
- fake news reports, fake magazine polls, fake soap opera / play
- solve real-world or school problems so result is actual fix
- website of content or resources with instructional student-created videos

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My students have timed test to prevent googling for answers . In addition, I include questions that ask students to choose the best evidence in support of their previous answer.

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As a librarian, I don't give grades, but I do need to check for understanding. Having students demonstrate, rather than state a response, would definitely help guide my instruction.

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I got away from traditional multiple choice assessments and turned to performance base assessments even in a traditional type classroom. End of course project with benchmarks formative assessments along the way make a solid summative performance base evaluation.

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Large end of marking period projects are always PBA as a science teacher and they're much more enjoyable. I also try more and more to incorporate non traditional assessments--for example, when learning about the body systems, I have students approach a model of the human body (one by one) and they need to identify the organs that are labled.

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Performance based, rather than searchable... let me see the gears moving inside the brain and the light bulb, rather than quickly finding the answer via a search engine.  Even Escape Room type of assignments created with Google forms - it is easy to look up the code (Firefox - developer menu) and get the answers.  I love the concept of escape rooms for collaboration and performance, but don't love how easy it is to crack the code in google forms.

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I think assessments that require more application or critical thinking skils or have you demonstrate the ability to do a task (depending on what is being taught) is the best way to do things. I never understood assessments that you can use google to get answer with because it isn't helping to look at skills that require a lot deeper level of learning

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As a staff developer, I typically use performance based tests while delivering instruction online. After direct instruction, I have teachers create a product incorposrating what they have learned and applicable to their classroom.

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I like performance based assessments. for example, we are doing an activity now in social studies where we taught them about teh bodies of water in north america. No wthey they have to give an award to the best waterway and explain why they chose that waterwary by doing a google drawing. The students are really enjoying this acititivy.

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I like questions that don't have clear answers but require specific explanations and presentation of fact to get to a conclusion like "how would our legislature work with the inclusion /presence of a viable third party?" The answer requires knowledge but the result...Hmmmmm?

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The hardest thing for me, is being able to turn off Google Translate for my assignments. Facebook has a whole group of world language tech for teachers to try to find work-arounds and come up with assessments that cannot be translated automatically by Google. It's frustrating. I have started putting a space between each letter so Google can't "read" it to translate. It is SUPER TIME CONSUMING. For other things, they need to have performance based assessments, but there will always be those savvy kids who can work the system. They're the ones who will teach us later how they were able to get around whatever online safeguards we set up.

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In order for a student to think outside the box, they need to do performance based assessments as much as possible. It also challenges them to pay attention in class and take really good notes in order to be able to show what they've learned. Plus, then they can't Google it.

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Nearly All AP assessments can be Googled

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Nearly All AP assessments can be Googled

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I am learning in the online environment, so I'm rethinking how to prepare students for a national exam that is 2/3 multiple choice by redesigning assessment to focus on procedural knowledge--how does this question work, what process do you need to use to find the answer, and write an original question that I can't Google!

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Since beginning distance learning, my assessments are all performance based using Seesaw or tools like Flipgrid.

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For kindergarten reading, I like a guided reading type set-up, seesaw would enable this digitally, it allows you to hear students, watch their strategies, and question them as they work.

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Designing tests that are authentic are best. Incorporating open response items where student have to explain what they know.

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I teach 8th special education students. I used performance based assessments. This type of tests allow for my students to have ownership of their learning and perform tasks to demonstrate their understanding.

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I like using this type of assessment as it sometimes allows students to have choice in demonstrating their learning. It truly allows you to see how creative a student can when when given a choice.

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are preferred especially with my younger students. It allows them to truly demonstrate what what they know and can be easily differentiated/accommodated for level and language.

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I like using Seesaw with kindergartners and first graders. They can make videos and narrate drawings to explain their thinking. For example, they can draw and explain math stories, or sort objects and then take a picture and narrate what criteria they used to sort them.

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I like to use Google quizzes for quick formative assessments. I do project based tests for my end of the unit tests.

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I prefer to use project base performance and self reflection. Discussions work well for us as well when we are in weekly videoconferencing. Lots of open communication.

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I teach instructional tech and my summatives are most always performance based. I like to give the students the ability to show what they know. This term they are creating a mini quiz and we are all taking them in our virtual class. (Quizizz)

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I prefer performance or presentation assessments that involve students for peer evaluations, discussions, and self-evaluation needs.  It allows us all time to reflect and make revisions to our thinking and our work.

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I prefer performance or presentation assessments that involve students for peer evaluations, discussions, and self-evaluation needs.  It allows us all time to reflect and make revisions to our thinking and our work.

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I am a maker. If you ask a kid to make something that is thier own you can tell when they have. They can't google the actual making. Only ideas.

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Authentic Assessements - take the google out

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Authentic Assessements - take the google out

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In my experience, authentic assessment lead to increased student engagement and motivation. This type of assessment also leads to richer topic discussion, too.

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Let me start with this: I have not yet memorized state capitals. Nor have I memorized all the dates in history, every English-to-Spanish translation, all decimals of pi, or the setting or all core literature. Why would I need to? I have Google.
What I can do is synthesize, apply, and create.
There is a place for Google in the classroom, just as there was for an atlas or encyclopedia. Information is still present and necessary. Teachers must do more with it.

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I am an instructional coach, and I have been advising for years: "Don't spend much time on the things kids can Google," but I don't think I was ever great about letting teachers know what  to do instead. Performance assessments are the answer to this. Duh!

I also cringe when teachers tell me they are designing their tests--especially new teachers. Very few people realize how much thought is required in creating an appropriate. Again, performance assessments are a good tonic to this.

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Since our school has adopted Teams, I incorporate the Quiz feature frequently. I create a Quiz for a Reader's Response to a short story, including vocabulary comprehension questions with the questions directly related to the text itself, and use these to gauge students' understanding quickly. I can read through the short answers and see how well the students understood the text and made connections to it, and the feedback is timely and easy to provide. They are also able to use their class notebooks to help them during the quizzes, which encourages them to take better notes during class.

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I teach science in middle school, and my department likes to give a variety of assessments to students. However, performance based assessments are crucial for students to use their high order thinking skills to create a product.

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I teach kindergarten, so the majority of my assessments are 1 on 1 performance based ones, or quick exit tickets to test understanding, since it's not developmentally appropriate to give them a long questions and answer test most of the time. Having them sort a pile of objects, or quickly circle pictures is a quick easy way for them to demonstrate how they're learning. These allow me to do quick notes on them to use for a rubric.

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I teach high school math and students can easily use mathway or other websites to find the steps to solve anything. During virtual learning they are also in constant communication with each other. Therefore I use verbal assessments using Flipgrid (explain how to or what this means). Hearing them explain verbally can help me identify if they actually know what they are talking about. Prompts that aren't easy Google are great.

With my Statistics students I've also had them Sketch answers like Sketch the difference between population and a sample. Even if they Google the answer, they have to sketch it which gives them to opportunity to learn while they cheat.

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I include projects/presentations to show the learning rather than give formal assessments (tests/quizzes). I also give pop quizzes that encourage students to analyze a quote rather than just list events that happened in the reading.

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Whatever mode in which an assessment is given, as long as it measures the standard being assessed, it is valid.

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Much of the evaluation comes from project in our class. However, when the students turn in their INBs and projects, I meet with them one on one where I give them a brief verbal assessment. I like to use quick verbal assessments as exit tickets too.