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3 Assessment Strategies I Would Use in my Own Classroom Practice

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3 Assessment Strategies I Would Use in my Own Classroom Practice

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Self-Assessment is a strategy I already use in my classroom so students can use reflective strategies to help monitor their own learning. This is also a quick and easy way for me to gauge the understanding of my class, that I can do at anytime.

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Formative assessment is a proven technique for improving student learning, and the strategies shared here by Jay McTighe work both in the classroom and remotely.

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I would give the same inquiry based assessment at the beginning of a unit and at the end of the unit so I can monitor student growth and understanding. I want to know how much prior knowledge my students have, and what misconceptions there are going into the unit. I would also use it like a summative assessment as Wathall suggests, because I believe this is a better way to show conceptual understanding, rather than procedural understanding. This will also aid in math fluency and the ability to talk about math using mathematical language.

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Students will respond to teacher feedback, learning how to self-regulate and make changes based on constructive criticism. I would do this at the end of a unit, or project for steps to reflect on the objectives of siad unit or project.

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"Wiggins and McTighe (2006a) define performance tasks as “complex challenges that mirror the issues and problems faced by adults” (p. 153). They also list characteristics of authentic tasks:

Realistically contextualized

Requires judgment and innovation

Asks student to carry out work and exploration in a discipline that resembles work done by people in that field"

This is great way for students to critically think in the context of the real world. I would use this as a final project for a unit, or as a discovery lesson in the middle of a unit.

Performance assessments requires students to have conceptual understanding of a topic, as well as an understanding of product and process.

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Not just a definition

Requires conceptual understanding to come up with non-examples

Students improve math fluency and algebraic thinking by exploring characteristics and properties

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Great for a single lesson and to understand prior knowledge from students.

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Teachers Get a Window Into Students' Minds

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Teachers Get a Window Into Students' Minds

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This is a great way to gather formative and diagnostic feedback, that way teachers know what to correct, re-explain, or what they are doing well at explaining as well.

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Teachers Get a Window Into Students' Minds

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Some examples include:

Think, Pair and Share: This allows students time to think, discuss with a partner, and then share to the rest of the group. This allows you to assess student thinking around a particular concept.

Headlines: Students to write down a headline (similar to a newspaper headline) that summarizes the key ideas and concepts of the lesson or unit. The headline lets teachers know immediately if students have not understood the essence of the learning experience.

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David Sousa (2015) describes cognitive closure as the process when students’ working memory summarizes for itself the perceptions of what has been learned.

Visible thinking allows students to reach that closure, and is therefore just as helpful to their learning as it is to teachers.