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These types of tasks produce a measurable and sometimes tangible product to measure learning.

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Students develop critical thinking with create through tasks, not multiple choice

Engages higher order thinking skills

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Tasks could be too complexed for students with learning disabilities and EL students

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(2019). Retrieved from https://edpolicy.stanford.edu/sites/default/files/events/materials/2011-06-linked-learning-performance-based-assessment.pdf

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A way for students to talk about math and develop ideas and other ways for solving one problem. Develops number sense and gives teachers an understanding of where students are in theri math identities, Teacher understands what she needs to teach and what just needs to be gone over or skipped.

Grades 1-8

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Students get to hear other students way of doing math problems.

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Not all students will understand what others are doing with the math problem. Not great for EL students who have not developed that academic language yet.

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(2019). Retrieved from http://rpdp.net/admin/images/uploads/resource_8322.pdf

Number Talks: How and Why? - The Brown Bag Teacher. (2019). Retrieved from https://brownbagteacher.com/number-talks-how-and-why

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To quickly and visually assess student understanding of tasks or lesson. Used during and/ post instructions or as an exit ticket.

Good for grades 1-12

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Quick and visual.

Easily used throughout day. Can assess level of understanding.

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Honesty of the answer. Do not know what students is specifically not understanding.

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Hand Signals for Quick Formative Assessment. (2019). Retrieved from https://theappliciousteacher.com/hand_signals_formative_assessment/

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Gives teachers and administrators a diagnostic look at how students are progressing in academic areas.

Grades 3-8

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Good for ELs if is has pop up glossary.

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Taken on a computer may not be good for ELs not knowledgeable about technology.

Does not assess students in accelerated learning classes.

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Georgia Milestones Assessment System. (2019). Retrieved from http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/Georgia-Milestones-Assessment-System.aspx

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Mid-terms are used to assessing how well students are picking up on the information so far and it’s a good way to give the students an idea of how good or not so good they have been studying the material (formative).  Final exams are used at the end of a term to assess final knowledge over all course material.

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Mid-terms are a good way to give the teachers and students good feedback as to where everyone is at in the learning process. Final exams are a good way to see how much material overall was learned.

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Mid-terms and final exams can be very time consuming to make, take, and grade. These could also be a source of high anxiety for students. It also does not offer many ways to assess knowledge, it is typically written and is taken much like a standardized exam.

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Testing Guidelines | Teaching Commons. (2019). Retrieved from https://teachingcommons.stanford.edu/resources/teaching/evaluating-students/assessing-student-learning/testing-guidelines

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Spelling tests are used to see whether or not students have mastered the spelling of certain words.

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It is a quick and simple way to assess for spelling knowledge.

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It is not engaging or differentiated very much.

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Simonsen, F. & Gunter, L. (2001). Best practices in spelling instruction: A research summary.Journal of Direct Instruction,1, 97-105.

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To quickly assess students current knowledge to inform where you need to continue working on and what the students have mastered.

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It is quick and easy to administer.

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This could give some students anxiety by not having time to mentally prepare. It would be harder to differentiate this type of assessment.

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Pop Quizzes: Fair or Not Fair?. (2019). Retrieved from https://www.shmoop.com/teachers/assessments/hot-button-topics/pop-quizzes.html

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Essays are used as a tool to monitor students writing skills. They can be used as a formative or summative assessment.

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This form of assessment offers a lot of room for freedom, creativity, and differentiation.

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This could be an extremely challenging task for students who struggle with writing, especially for new English Language Learners.

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Slater, T. (1995). A qualitative and quantitative comparison of the impact of portfolio assessment procedures versus traditional assessment in the college physics course. Paper presented at the annual meeting of the National Association for Research in Science Teaching, San Francisco, CA. (ERIC Document Reproduction Services No. ED 391835).

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Gives teachers a look at what students learned over a school year. Covers all lessons and gives teacher a baseline for students for the next school  year.

For grades 1-12

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Test is tailored to teachers specific instruction. Tests made by teacher, usually.

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Students have to recall lots of information from an entire year of work.

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End of Course Tests (EOCT). (2019). Retrieved from http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/EOCT.aspx

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Science fairs are a way of assessment students science skills through exploration and experimentation. As it says in the article, you should be assessing the student’s skills and not the project for perfection.

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It offers a lot of room for creativity, personal expression, and real and authentic learning opportunities.

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It could prove challenging for students with limited access to project materials and/or knowledge at home. It would have to be done in class and then that would consume much class time.

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NSTA (2014). Science and Engineering Practices.

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Teachers assess students understanding of lesson, during lesson or post lesson.

For grades 1-12

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Helps organized thoughts, facts, or ideas visually. Can be used for writing assignments.

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May be hard for some students to use.

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T-Charts Graphic Organizer Printouts - EnchantedLearning.com. (2019). Retrieved from https://www.enchantedlearning.com/graphicorganizers/tchart/

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Running records are used to assess a child’s reading skills/strategies. This includes strategies such as prosody and self-monitoring skills.

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This is a great tool to use when trying to find a student's reading level and what strategies you need to work on more.

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This can be very time consuming for teachers and it also has some error in that a student is likely to be nervous while individually reading to the teacher and the environment at the time can impact the results as well.

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Ross, John. (2004). Effects of Running Records Assessment on Early Literacy Achievement. Journal of Educational Research - J EDUC RES. 97. 186-195. 10.3200/JOER.97.4.186-195.

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Gives teachers a look at what students learned over a lesson unit. Understand what lessons worked or others that didn’t. What lessons may need to be retaught.

For grades 1-12

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Test is tailored to teachers specific instruction. Tests made by teacher, usually.

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Students have to recall lots of information from an entire unit.

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(2019). Retrieved from https://www.jstor.org/stable/808591?seq=1#page_scan_tab_contents

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Response cards are any type of whiteboard, paper, or electronic tool that is used by all students at once and held up for the teacher to quickly view the answers. The purpose is to keep students engaged while checking for knowledge.

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It is a quick and effective way to check your students understanding.

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Students could easily ‘cheat’ during this type of assessment. It would require the teacher to collect some form of data throughout the assessment to reflect on later.

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Wang, H. (2016). Using Response Cards in Teacher Education - A Case Example in Taiwan. International Journal of Whole Schooling, 12(1), 61-75.

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PSAT-Gives teachers and administrators a diagnostic look at students readiness in Math and ELA. SAT used for colleges to get an overview of students performance bases on their acceptance into college

For grades 8-12

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Able to take classes to prepare for tests.

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Not an absolute look at students performance.  Could be false score for EB or students with learning disabilities.

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Lecocq, V. (2019). PSAT vs SAT: 6 Key Differences You Must Know. Retrieved from https://blog.prepscholar.com/psat-vs-sat

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Socratic seminars are used to engage students in meaningful discussion about a topic to understand a concept and/or deepen their knowledge of material.

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This is very popular among students because of the level of engagement and it is a great way to check knowledge and a good opportunity for the teacher to address any misunderstandings.

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I see no downsides to this type of assessment.

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Griswold, Joan & Shaw, Loren & Munn, Maureen. (2017). Socratic Seminar with Data: A Strategy to Support Student Discourse and Understanding. The American Biology Teacher. 79. 492-495. 10.1525/abt.2017.79.6.492.

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Assess students knowledge of lesson, done during or post lesson. Can be applied to multiple curriculum.

For grades 1-12

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Great for giving feedback to students.

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Some students may be overwhelmed with writing tasks. Not a true indicator for EB or students with disabilities.

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Assessing Student Writing | Writing Center | Nebraska. (2019). Retrieved from https://www.unl.edu/writing/assessing-student-writing

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Teachers assess students understanding of lesson, during lesson or post lesson. Can be used prior to lesson and as an exit ticket.

For grades 1-12

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Great for assessing students prior knowledge, what the have learned. Can also be used for students to see development of understand (self-reflection) Can be used to give feedback.

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Does not show individual progression, used as a group/overall knowledge. Usually given anonymously.

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Using Surveys in the Classroom. (2019). Retrieved from https://www.bookwidgets.com/blog/2017/06/using-surveys-in-the-classroom

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Assess students knowledge of lesson, done during or post lesson.

For grades 1-12

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Can be used in almost every area of curriculum. Can be used individually and in groups.

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Can be frustrating to make for some students. Limitations for feedback to students.

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How to use graphic organizers for teaching writing, learning, and understanding across the curriculum. | inspiration.com. (2019). Retrieved from http://www.inspiration.com/visual-learning/graphic-organizers

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Teachers assess students understanding of lesson, during lesson or post lesson.

For grades 1-12

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Helps students organize events chronologically.

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May not be a good tool for all students. Limited to assignments with time or sequence.

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Using Timelines to Enhance Comprehension. (2019). Retrieved from http://www.colorincolorado.org/article/using-timelines-enhance-comprehension

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Teachers assess students understanding of lesson, during lesson or post lesson.

For grades 1-12

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Can be used in almost every area of curriculum. Can be used individually and in groups.

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Can make mistakes and limits expression of students.

Limited availability for feedback.

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What is a Venn Diagram | Lucidchart. (2019). Retrieved from https://www.lucidchart.com/pages/venn-diagram?a=1

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The teacher poses a question and each student chooses an answer posted on the wall in one of the four corners.

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It is very engaging and it promotes great conversation.

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It could be time consuming.

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Four Corners - The Teacher Toolkit. (2019). Retrieved from http://www.theteachertoolkit.com/index.php/tool/four-corners

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Gives teachers and administrators a diagnostic look at how students are progressing in academic areas such as: Math, ELA, Science and Social Studies

Used in grades K-12