Assessment Strategies by Lauren Kelley

Assessment strategies

laurenkelley0523 — 2018-08-30 15:14:17 UTC

I usually split my lecture into small sections of knowledge points. After each section taught, I will give 1 or 2 questions about what I just taught and give 2-3 min for students to solve. I will encourage every student to tell me their answer so I know if everyone understand this part or not. This count as formative assessment because it helps me get feedback from students immediately. A authentic assessment I use is the lab report I make them to do after every lab. I encourage them to make conclusions for each lab on how they apply their knowledge into the experiment and what problem has been solved.

Types of Assessment

laurenkelley0523 — 2018-08-30 15:14:17 UTC

In my Environmental Science course I use Blackboard/Canvas quizzes as formative assessments. We typically have one quiz per chapter and students can re-take the quiz up to 3 times if they are not satisfied with their grade or want to test themselves. Quizzes are open-note and meant to increase the student's time with the course material outside of class. They provide a form of self-assessment because students could re-take a quiz without notes and see how much information they retained at no grade penalty. I also use questions sprinkled throughout a lecture, similar to that described by Lauren. My favorite summative assessment for this course is a case-study presentation. The students typically work in pairs to make a powerpoint presentation or prezi that shares with the class the environmental issues of a specific geographic region. Everyone has similar prompts, but the place of focus of each case study differs. It is also a nice way to cover a lot of local material outside the text book!

Joseph D’Ambrosi

2021-01-30 16:33:23 UTC

In my New Student Experience course, I use FlipGrid discussion posts as formative assessments in some modules. This allows me to check that students are engaging and consuming the content. As part of this assignment, students must engage with at least 2 of their peer’s responses in a meaningful way (I give specific expectations for these responses with a rubric). FlipGrid allows me to engage with their work in a more direct way, as well.

The major summative assessment in NSE is the Final Story Project which asks students to apply elements of each module throughout the semester to consider what their academic and professional lives might look like in the future. Students are to creatively address a body of people as if they are 10 years in the future and successful in their intended careers. Using the research they’ve conducted throughout the semester on the steps to graduate Valencia, a baccalaureate program, the interview process, etc., students share this experience in a cumulative project.

Melanie Braunstein

2021-02-01 01:00:12 UTC

The majority of my assignments are authentic assessments. For Marketing, it is crucial that students understand how companies implement the strategies they are reading about in the text. Each assignment requires my students to pick a hospitality company as an example and explain how that company is using the marketing fundamental they just read about in the text.

The second are weekly quizzes for summative assessment. The quizzes are deigned to help them narrow in on the important concepts from the text and students are given multiple attempts so they can self asses along the way too.

Erin Adams (Economics)

2021-02-01 20:20:28 UTC

As a formative assessment, I use Reading Guides for each module designed for students to download and fill out while completing the course material. The questions are focused on identifying the main themes of the module. Grading is based on completion and is very low-stakes (5% of the total grade). This is actually a significant edit this semester from reading assignments I used last semester, so I'm hoping they actually give me a good idea of how students are progressing!

For summative assignments, I have three higher-stakes exams at the end of the three major sections of the course. These exams have generally been mostly multiple choice, but after reading the resources this week, I want to take some time to carefully review the questions for fairness. I also want to add a few manual calculation or short essay questions (even though manual grading is not nearly as convenient).

I'm still developing good grading/feedback skills, so I don't really have any good tips or tricks beyond trying to avoid my habit of overly long responses!

Migda Perez-Tapanes (Humanities)

2021-02-02 03:02:59 UTC

I try to use a combination of activities to assess the students learning and to succeed with the program's learning objectives. For example, I use authentic assessment strategies such as a weekly debate in our Virtual class .In preparation to the debate the students must read the chapter of the week and watch a Ted talk video that shows connection between the real world and the topic of the chapter. I also present some questions for the students to debate further in our virtual meeting. As a formative assessment, this term I am trying an activity similar to the one used in Packback, which is requesting the students to post open ended questions about the chapter and two answer the questions of two classmates. I also use an Essay where students need to apply their critical thinking and writing communication skills.

Charles (Chemistry)

2021-02-02 22:48:47 UTC

As I mentioned in the welcome discussion, one type of formative assessment we use in the Chemistry department is our new online virtual laboratory system. This, to me, is less authentic than an in-person lab would be, but our current global situation has made this change necessary. Each week, students are given a series of tasks that draw on previous lessons while expanding their chemical knowledge, giving them hands-on experience of the concepts presented. One thing I find very important is going through the steps of the lab myself, especially when students have issues, so I am better able to walk them through when the system is confusing or has small glitches.

Luis Mendoza (Physics)

2021-02-03 20:28:57 UTC

I mainly use written assignments as formative assessments, where students identify and describe the main concepts of each module. These are done on a weekly basis, allowing me to identify concepts or ideas that students might be struggling with, they also let me check how students are engaging with the course material for each individual module.
In the case of summative assessments, I use weekly quizzes (one per module), alongside multiple choice homeworks, I construct both of these to focus on the more important concepts of each module and modify them according to any student feedback received through the above mentioned formative assessments.

Jami Conley Calderon (Microbiology)

2021-02-04 20:37:50 UTC

Authentic Assessment
Most of my students are studying Allied Health Sciences and plan to become nurses, dental hygienists, or eventually physicians. It is crucial for them to be able to explain the concepts we cover in class to their future patients, many of whom won't have a background in science. Therefore, I have my students design three creative projects to explain three different microbes and how they function to a chosen target audience. Their projects can be in the form of a TikTok series, children's book, blog article, Youtube video, teen magazine article, or infographic (whichever they feel is best to communicate with their target audience). This authentic assessment requires students to synthesize what they've learned throughout the semester and really allows them to showcase their knowledge in a creative way. I break the assignment up into three parts with feedback at each level so students feel less overwhelmed.

Summative assessment
I use unit exams as a summative assessment tool. The unit exams consist of multiple choice questions and short answer questions. The short answers are written as scenarios of microbiology misconceptions that students will likely encounter from their friends or family. I have students write an informed response to assess what they've learned throughout the unit (which also serves as a smaller authentic assessment since they are participating in a skill required for their discipline).

Matt Schuler (Philosophy)

2021-02-06 20:06:41 UTC

To be honest, I've found it difficult to establish a healthy balance between formative assessments and summative assessments in the courses I teach; part of this, I think, is because the traditional/historical discipline-specific expectations are that students will do a heavy amount of reading, attend lectures covering that material, and then participate in discussions/debates regarding that material - and to basically demonstrate their mastery in a summative context like writing a term paper (and, to a lesser degree, taking exams). Having said that, I have found that well-crafted discussion prompts (in an online modality) can be used quite effectively as a kind of formative assessment. (One tip I can provide here is to really think carefully about how best to phrase the prompt, so as to minimize students simply reiterating what other students have already posted or simply indicating agreement without any further, substantive engagement. This has taken some real work, at least for me, though!) Second, I do tend to fall back on the seemingly-outdated model of paper-writing as a form of summative assessment, because certain features of the discipline within which I teach (philosophy) make it such that any well-crafted paper prompt/topic will automatically provide the forum for an authentic assessment. This is because the "real world" / "actual practice of the material learned" stuff simply consists in doing philosophical writing; it's not simply regurgitating material gleaned from class or a textbook, but rather critically engaging with it, where that means something like: taking a position and developing an argument in support of one's own view. Again, this is all pretty discipline-standard stuff, so nothing especially groundbreaking here, but using papers as a form of summative assessment is nice because it enables students to demonstrate comprehension in the first part of the paper, and then actually critically engage with it in the second part.

Elana Nichols (Speech)

2021-05-07 21:21:10 UTC

As far as formative assessments, I utilize quizzes to assess what the students have retained from studying the lessons each week. Most of the questions are multiple choice, but I also utilize some essay questions as well. For the summative assessment, they usually show their learning through their speeches. They must illustrate what they learned by applying the techniques they have learned correctly in their speech. This includes making an outline and then practicing and delivering a speech to the class (virtually). After the speech, they perform a self-assessment by viewing their own speech, grading themselves, and then reflecting on what they learned in a small writing activity or video.

Mary Grady (Biology) I tend to use a variety of formative assessments depending on the unit, but I do like to use clicker questions along with poll everywhere to get a read on students understanding. I use Flipgrid assignments for a quick student check in so that they are on target with major concepts and if the material is heavily into vocabulary, I will have reading quizzes. For Summative Assessments I use Unit Exams consisting of Multiple Choice and short answer questions as a norm. I also use major Video projects that will span a unit and require target concepts where students use a rubric to ensure that targets are met and explained well. I also use formal lab reports, again with a rubric, where students have to report their data using graphs, tables, illustrations and calculations.

2021-05-09 15:11:45 UTC

Adrienne Martin-Elmore, Information Technology

2021-05-10 23:41:50 UTC

Learners’ exposure to content is not in the classroom but is via readings, instructional videos, and individual or collaborative activities.

1. Self-Assessment is the formative evaluations used to determine if the learner has an understanding of the content and skills being that are required to be applied. The learner completes hands on practice after reading and viewing video. The self-assessment allows for the learner to understand their strong/weak areas of understanding. A preliminary assessment involved in real online activity through an software application is used by the learner to have an understanding of their current learned knowledge.

Learner Benefits:

· Better engagement during class, due to interactive activities requiring critical thinking.

· Providing challenging “application” tasks

· Advanced learmers are not bored by lectures on basic concepts.

· The Learner gets frequent, practice and feedback during activities improving learning

· The Learner achieves better learning outcomes when compared to passively listening to lectures.

Faculty Benefits:

· Having time to focus on challenging issues with the ability to share a unique perspective, instead of the basics.

· Obtaining timely information through assessments about learners’ success and needs.

· Real-time feedback on learners ability during interactive classroom activities.

· It is more engaging and enjoyable with the ability to interact with students.

2. Peer Assessment

Peer Assessment:

Peer Assessment another formative assessment tool is frequently use in the technology course. It empowers learners to take responsibility manage their learning. The learners are provided with the rationale for peer review, by explaining expectations of engagement and the review process. It is important that a rubric is provided for the learner to be ascertain the guidelines for their evaluations of their peers.

The process allows the learner to acquire assess and give others positive constructive feedback to peers and develop lifelong assessment skills.
Learners’ gain learning through exchange of ideas.
Aids in the motivation of learners engaging with course material extensively.

Neal Phillips -- Freshman Composition I and II

2021-05-11 17:25:17 UTC

Formative Assessment -- one formative assessment I use is a rough-draft submission of the Documented Literary paper for the ENC 1102 class. I give students 100 points for submitting the assignment/paper on time regardless of errors. I then go through each paper and edit and advise so that the student can make revisions and modify for the final copy of the paper, which is the summative assessment. As well, I assign peer reviews of each other's drafts, and often the peers are way more critical than I could ever be -- students have echoed that it helps them having honest, blunt feedback from peers.

Summative Assessment -- as part of a quiz on Hamlet, I ask students to rank five of the play's characters from "most devious" to "least devious". They then must support their list with two quotes from each character that justifies the rankings. This excercise shows application and thorough comprehension of the plot points and lessons to be learned through the characters.

Lila Hicks (New Student Experience)

2021-05-13 19:17:58 UTC

I use a variety of formative assessments throughout the course to assess student learning and understanding, but I recently added an end of module Q&A/Muddiest Point discussion post to my online courses in order to have one place where students can ask clarifying questions about the module and module assignment(s). This has allowed me to get an idea of the sticking points of the lesson and assignment for students and provide me with "in the module moment" feedback that lets me address those points and provide clarity or further instruction.

Another formative assessment that I use, which is directly tied to the summative assessment (Final Story Project) in which students present their path to their personal, academic, and career goals as a retrospective that takes place 10 years in the future, is a Final Story Project (FSP) review. Students use the FSP rubric to assess the submissions of three former NSE students who have made their digital presentations available via YouTube. This exercise allows students to apply the rubric to exemplars of varying levels that I have provided and to discuss their reasoning behind their scoring based on the rubric. I am able to assess their understanding of the assignment and my expectations from our discussions of their work as well as answer any questions that may arise as a result of the exercise.

One of the things that I do in my face-to-face classes that I have noticed that I don't do in my online asynchronous classes is diagnostic assessment. I have used diagnostic assessment informally in class by polling the class. I will add a few of those to my current class in the form of a discussion post at the very least.

Jackelyn Adkins (Illustrating)

2021-05-14 12:02:42 UTC

Within the arts, we use formative assessment nearly each class. Most times, students are doing it and not even realizing. In the moment reflection is imperative to the the graphics and art world. Receiving feedback from myself and from peers allows the student to develop a deeper thought process and problem solve their compositions. For these formative assessments, I will provide specific questions students need to answer to help probe and drive the discussion. They may also be required to completed a written critique as a form of self-assessment. These can come mis project or at the end of an assignment.
Other ways that I track mastery, after a lesson where we have learned a new medium, skill, technique, etc. I will require students to reflect and write about a piece of work that is not theirs. Through this I am able to collect the information and check for understanding. They must support their answers and discuss the artist's choices. I would say that this exercise is summative.

Karli Mair (Information Literacy)

2021-05-14 15:45:07 UTC

One of my favorite diagnostic assessments is playing a Kahoot game as a 'pre-test' on source evaluation to determine the knowledge level students walk into the library session with. I put a few tricky questions in there that I see students most commonly misunderstand in their summative research papers to help get students thinking. It doubles as an icebreaker that builds rapport with students since I haven't seen them before.
Similarly, I use a formative assessment game throughout fake news workshops. Students are in teams and have to determine which of the 4 sources given to the whole class are fake and which are real. To make it more authentic, points are given only for evidence of why a source is fake or real rather than only categorizing them. The students end up teaching each other through the game, and I am able to correct misunderstandings in real time.

Cameron Clark (Ethics and Critical Thinking)

2021-05-15 00:32:17 UTC

One of my first authentic assessments is also my diagnostic assessment in the course, I ask the students to consider three different case studies that present moral dilemmas. I then ask them to choose one of the studies and explain how they would morally evaluate which decision to make. This lets me see how students are ethically reasoning, and what principles they are (or aren't) considering when they make ethical evaluations! It also allows them to apply their knowledge with actual real world scenarios.

Many of my formative assessments are peer-assessments. Typically ask the students to give an argumentative thesis centered around the moral principle we are discussing in that module. They can either degree or disagree, but they must give premises and a conclusion. I then ask them to give feedback to classmates concerning those premises and conclusions - what arguments are being overlooked, what references could strengthen certain claims, disagreements with claims, etc.

Kacie Rosario (Introduction to Education)

2021-05-15 12:06:55 UTC

In my course I use weekly formative assessments in the form of case studies and discussion. These are great because it allows for the students to express what they have learned in the chapter and apply it to a real-life scenario. It also opens dialogue between students and myself to take a deeper look at issues within education. I also use an end-of-course summative assessment where the students create a portfolio detailing there Direct Field Experience and what they gained from the semester-long project. This ties everything together and gives me the chance to see how students applied their learning throughout the course.

Francisco (Speech)

2021-09-11 15:53:12 UTC

When we cover the Ethics chapter, my students do a group activity where they reflect on every day ethical or non-ethical (based on interpretation) choices. Then I have them share as a group and listen to the other groups. I then tell them the importance of this activity and how they managed to worked through different opinions. This opportunity allows them to voice out their own opinions freely while listening to others and also applying the lesson at hand.

Valerie H Kelly, PhD [ENC1102]

2021-09-11 17:58:44 UTC

In my courses, predominantly literary analysis is the "thing" to be assessed. Unlike other subjects, there is no "right" or "wrong" answer--as long as the answer is backed by evidence (sources). In assessing multiple things, I use rubrics to look at individual components: Content, Structure, MLA Style, Composition, etc. Each week, students complete a Discussion Post that mimics what a well-written paragraph should be. They are expected to improve week to week, as I give comments on what to "fix" for the next post. Ideally, students take this practice time and feedback, internalize it, and re-produce it in longer written pieces (essays). All of which are used as assessments along the way.

Erin Doggette (ENC1101/1102)

2021-09-12 20:44:37 UTC

I like to use authentic and formative assessments. An authentic assessment we use is assessing background knowledge. We do this by having an open discussion about the assigned reading. I pivot off of students' responses to open a segue way into how the topic relates to our day's discussion. In conjunction with this, I allow students to respond via Flipgrid where they freely express themselves without any pressure. They can also see their peers' videos and learn how to appreciate other perspectives.
We also use formative assessments. I like to use a quick think-pair-share or a quickwrite to warm up my students' brains.

What I would do is that I have a diagnostic assessment, usually as a simple open question. And then I use all kinds of formative assessments, like quizzes, discussion board, for each module. And summative assessments can be used for the middle term and final exams.

2021-09-14 19:39:34 UTC

(Ting Tang)What I would do is that I have a diagnostic assessment, usually as a simple open question. And then I use all kinds of formative assessments, like quizzes, discussion board, for each module. And summative assessments can be used for the middle term and final exams.

2021-09-14 19:40:08 UTC

Sahar Barghout (Developmental Math)

2023-01-18 23:00:50 UTC

I use formative assessment before I start my class and ask students to use self diagnostic for previous material taught that needs to be the bases of what comes next.I also ask my student never to correct their mistakes by erasing, rather I ask them to write "note to self" explaining why the mistake happened.Ask me if you can not figure out the mistake.
As for my formative assessment ,it is given as a short quiz that tests their understanding of Math concepts rather than computational math, before the end of unit Assessment.
In my opinion no matter what the assessment we use ,the key to success is learn from your mistakes.

Assessment Strategies

2023-01-21 23:36:51 UTC

I utilize two types of formative assessments for each chapter. Now, I have several types of assessments that I like to use, but I want to begin each class with a brief 4-6 question "reading assessment," which asks my students basic questions from the reading they were supposed to complete before class. The other type of formative assessment I like to utilize is providing students with 2-3 options of how they will be assessed, and I let them pick which one they would like. These assessments may be writing a poem/song, presenting in front of the class, or creating a video/piece of art that communicates the concepts or historical events discussed in the section.

Dawn Anchel (Psychology)

2023-01-23 18:56:30 UTC

As far as formative assessments, I use SmarkBook exercises that help to assess student's knowledge in realtime. These exercises are designed to help students make progress through the chapter by completing concepts based on their previous knowledge and skills and to help as a test-prep. Summative assessments I utilize include multiple choice tests and group projects. I try to incorporate authentic assessment by ways of group discussion or individual questioning when I either have students verbally explain a concept that was discussed or role play it to add a real-world application of the knowledge.

Ryuichi Tsuchikawa (Physics with medical applications)

2023-01-26 17:50:57 UTC

In my online course, I use quizzes in Canvas for the formative assessment. I set a time limit, but I give my students unlimited attempts for the quizzes. However, they will see slightly different questions taken out of a pool of questions. Students can retake the quizzes until they get 10/10. They don't see the correct answers when they get answers wrong, but they get immediate feedbacks. What I try to implement is to set up a comment that guide students to appropriate resources whenever they get wrong answers.

For the summative assessment, I use the homework, along with exams. I learned from ASMT course I took last semester that summative assessment can have a little bit of formative aspect. Even though I see HW assignment as summative assessment, I have HW help sessions to give students some feedbacks on their work.

Courtney Moore (Library & NSE)

2023-01-27 15:53:21 UTC

In my NSE class, I have groups create a quiz based on the lesson. Another group takes the quiz and the original group that created the quiz grades it.

For a formative assessment during library instruction, students complete a guided research worksheet.

Alberto Morales - History Assessments

2023-01-28 18:55:10 UTC

For formative assessment, I would like my students to summarize what they learned within a module. In history, we provide content through multiple strategies, i.e. reading, lectures, and watching videos. Another form of formative assessment is a Q&A assessment. It allows students to provide the context in their own words. But, it's my duty to provide feedback, I try to explain the purpose of the assignment and give tips on how they can improve when a similar assignment occurs.

In summative assessment, it's usually a research paper. Throughout the semester students provide their topic and we have assignments that build up to the final summative assessment. We provide content ensuring students have an understanding of what's needed to complete each objective for the assignment. I believe it's important to prepare students for the summative assessment. I try to achieve this objective by having students complete journals, annotated bibliographies, and outline. I give instant feedback, hoping the feedback provides a clearer picture to achieve the outcomes.

Alberto Morales

Ayesha Mirza

ayeshaam — 2023-01-28 20:08:38 UTC

Ayesha Mirza
Authentic Assessments: Students' thinking goes beyond observing and recalling facts, they can ask questions and gather information think critically, and weigh evidence to solve problems and make decisions. They are asked to apply what they have learned in previous situations to new situations. I ask students to evaluate different perspectives. How do they conflict with yours? How are they similar? I have open-ended questions (Why? How? What if?) Students are asked to design their own experiment by providing them only with materials resulting in stimulating their mind. I could pose a couple of questions so that the experiment has focus. An example of teaching gravity and its impact on life. The focus could be: 1. Explain how the human body has adapted to the force of gravity on Earth over time. How might it have evolved if gravity had not been present? 2. Discuss the effects of weightlessness on the human body. 3. An environment with almost no gravity challenges humans living in space. Humans must adjust their diets, sanitation, and sleep patterns; wear space suits, and conduct specially designed experiments. What are some of the challenge’s astronauts face living in a microgravity environment? Why must the ISS be constructed in space rather than on the surface of a planet? Demonstration to set induction by filling a cup that has two holes with water. Ask If I drop the cup, what do you think will happen? Will the water come out of the holes faster? Will the water come out of the top of the cup? Will the water stop pouring out of the cup altogether? Will the water keep coming out of the holes at the same rate as the cup falls? After the students have made their predictions, drop the cup, and let them observe what happens.

Formative assessments can be done by engaging students in a dialogue, discussion, debate, responses to other statements and case studies. I also use online activities like GimKit, Kahoot, etc., that reinforce and assess academic content by incorporating games.

Shannon Zinck (ENC 1101 & 1102)

2023-01-29 15:56:24 UTC

I typically use a series of formative assessments when we cover narrative writing in ENC 1101. These assessments include a quiz with 2 submission attempts on the textbook reading and resources that review narration along with 1-2 short writing assignments that focus on practicing narrative and descriptive writing skills. These short writing activities are low stakes, usually 5-10 points each and 150-200 words), and I can use them to quickly assess whether the students are understanding the idea of showing rather than telling in descriptive writing, for example. Then, I assign a narrative essay as a summative assessment at the end of this learning block. Even this assessment is done in stages, with an initial outline and rough draft being more formative in nature and the final draft as the summative assessment to evaluate the learners' overall understanding of the writing process and this type of writing in particular. Over the years, I have learned that I tend to provide more essay comments and feedback than is really helpful or necessary. I have been working on offering more targeted comments on the 2-3 main issues that I see in each essay rough draft rather than trying to comment every problem with organization, logical structure, grammar, sentence structure, etc.

Mary Rubin (NSE)

2023-01-29 23:30:33 UTC

Many of the lessons in New Student Experience span at least two days. As a formative assessment, I will ask for some sort of reflection on the lesson. Most of the time it is self reflection; however, sometimes it is content based. After class, I'll read them and make notes. On the second day of the lesson, I'll ask specific students to read their responses, which helps to bridge the lesson between the days.

The summative assignment for the semester is a video of them telling their story 8-10 years from now, which covers so much of the semester. From education planning and the cost of their degrees to describing their careers, the students bring together their plan for successfully navigating college and the years after.

Landy—History

2023-01-31 03:37:14 UTC

In formative assessment, I used multiple choice questions to check for understanding on a given topic. After two or three slides of my instruction, students will answer a question about the topic discussed. I use the PollEverywhere app, and student uses their phones/computers to answer the question. It allows me to check for understanding and provide feedback in real-time. I employ this type of activity 6-7 times during the instruction. At the end of the lecture, students take a quiz that will sum up what we addressed in class. As a summative assessment, students in their final exam will write an argumentative essay using primary and secondary sources to explain the historical trends of American History.

Micah (History)

2023-01-31 22:48:13 UTC

I utilize a mixture of classic questions: multiple-choice, short answer, fill-in-the-blanks, matching, and extended essays for my summative assessments. I like making formative assessments more varied and fun for the students. They may be a short video explanation of a topic or event, crossword puzzles, or a series of various questions that they can retake over and over on Canvas that explains the correct answer if they get it wrong, newspaper projects, etc.

Treshonda Baucom

2023-02-02 18:34:24 UTC

Summative assessments: I utilize multiple choice exams at the end of a chapter.

Formative assessments: I introduce each chapter with a kahoot. This is an ungraded activity to inform me of students knowledge prior to teaching. It allows me to assess areas that I need to speak on or areas that the students have mastered. I give the same kahoot at the end of each chapter to assess for learning gains.

Kimberly Sher. As a science teacher, I use many types of authentic assessments. I like to assign projects to help students to visualize things, and then use those projects as a lab practical. This gives me a couple of ways to assess students. I have found this can be very helpful for students who are visual, or hands on learners and it provides me with multiple opportunities to assess student learning.

2023-02-16 02:35:20 UTC

Samantha

2023-02-24 15:37:55 UTC

In the lab class there is a mix of authentic and summative assessments. We use authentic assessments to see if the students can combine their technical and critical thinking skills in patient scenarios. We use summative assessments to check if the students understand the core concepts of the class and to test readiness for the boards.

Jaime Downing (CGS 1060C)

2023-02-24 22:13:51 UTC

Formative diagnostic assessment: The first class I will be teaching is an introductory technology course, and "pre-checks" were very common in such classes back when I went to school. This was used to help tailor the approaches and depth in classes. The biggest change I had seen was in my first college-level computer science course, required for the degree. The minimum requirement for the course was to show understanding of the concepts by writing in English what a program would do step by step, but without having to also learn or use a programming language. The professor discovered that all but one student had already been using at least one programming language for at least one year so, with that student's consent, required us to submit working & commented programs in addition; he provided the one less-experienced student more one-on-one support. For the Introduction to Computers class, I could use such a pre-check to influence how much time I devote to one class of business application over another, such as databases over word processing.

Authentic assessment: Technology classes like the one I will be teaching lend themselves to "project" assessments where the students demonstrate the skills the course is intended to convey. Submitting a file generated by the office program, like Microsoft Word, that uses particular features, such as formatting or table of contents, would be a manually-graded example.

Leah Williams - I use a Self Assessment. After students have completed the rough draft of their essay, they utilize a self assessment worksheet to analyze their writing. At this point, I would’ve already given detailed feedback on their essays. This formative assessment allows students to evaluate where they are in the writing process. One of the questions is “Did I write a clear thesis statement with three valid points?” At this point, students know that without a clear thesis, there really won’t be a clear essay. Another formative assessment that I used is The Muddiest Point. At the end of a writing lesson, students answer “What was the muddiest point in the lesson?” This allows me to know what additional lessons and or resources I may need to support their learning.

2023-02-27 18:43:35 UTC

Jackie Pierce

2023-03-01 13:58:24 UTC

In terms of formative assessment in my ENC 2210 Technical and Professional Writing course, I use surveys periodically and somewhat randomly throughout the semester asking students to reflect on their performance and ask questions. In a recent one, one question asked the learners to share one thing they've learned from feedback on a recent assignment that they'll apply in future ones. In the same course, I use a summative assessment called the Final Portfolio where the learners assemble final drafts of previous assignment that they have revised using my original feedback.

Carolynn Turneur- Biology

2023-03-01 16:20:24 UTC

In my course I use chapter quizzes as a formative assessment. These chapter quizzes are ungraded with multiple attempts. Allowing the students the opportunity to self-reflect on what they know and don't know. In addition, it provides them the opportunity to apply the material they learned to major concepts in that specific chapter. It is through the chapter quizzes where I can help students clear up any misunderstandings before the exams.

As for the summative assessment in my course I use exams and unit reports. Unit Reports give students the opportunity to select any topic of that unit and expand on that topic with new information. Showing how their topic is important outside the classroom and applied in the real world. This builds students critical thinking and research skills and pushes them to think outside the box. It also shows me how well they understand that unit.

Lastly, I use unit exams at the end of each unit which will test the students understanding of the material they learned in multiple chapters. It is through the exams where students will put everything together. As a professor I always review the stats of the exam. Identifying which questions were answered correctly majority of the time and which ones weren't. This give me the opportunity to reflect and find better ways to teach the material and rewrite the questions in a better way.

ENC 1101-Tanner

tanthony111 — 2023-03-01 19:07:48 UTC

Formative:

During the first class meeting, we are reviewing grammar basics to establish a baseline for the course. During the lesson, there are multiple assessment exercises to put their knowledge into practice. This will be an ungraded assignment for their own self-assessment knowledge, but we will review the answers together.

Summative:

Building off of the first class meeting’s content on grammar basics, sentence structure, & paragraph writing, the students will be assigned to write three separate paragraphs. The topics will be provided, but they will be assessed on their ability to write at a college level, free from grammar & syntax mistakes, and ability to expound for 5-7 sentences. This assignment leads directly to the next week’s assignment of drafting their first essay, relying on their ability to now connect thought across multiple paragraphs.

Diagnostic Assessment:

If I had time (and this wasn’t my first class in an H2), I would have the first assignment be diagnostic so that it could help determine what needs to be reviewed at the start the course.

Stephanie de Sousa

2023-03-01 21:31:35 UTC

Formative Assessment - In my web design course, students are asked to complete a discussion each week that asks them if they have any unanswered questions after going through this week’s tutorials/learning modules, like a minute paper. They have the opportunity to see what other students have said and potentially learn from others as well as feel part of the online course community and not isolated if certain things were unclear.
Summative Assessment - Students are asked to complete coding assignments weekly that illustrate their problem-solving skills and understanding of new code that they learned from the previous lesson. We go over any common issues the following week after all students have submitted to help clear anything up before moving forward.

broffino — 2023-03-03 00:43:43 UTC

Authentic Learning = Expository Writing Written to Classmates
Because I had too many assignments that bored the heck out of me through my college journey, I ask all of my students to choose their own TOPICS and write for each other.
For Essay One in my Comp 1 class, I ask students to present on any topic, something that they know and love already, TO fellow college students.
Here's my logic: When students use what they already like and do, and I simply ask them to explain their interests to each other, they get to bring their enthusiasm and fascinations, and I just add the process and shape the end product. For most students (not all), they appreciate getting to practice writing, scope, paragraphing, and paying attention to audience while they write about Destin, FL or the videogame Destiny 2, or Making a Tres Leches Cake (that was a good essay - I saved it and learned from it myself).

FORMATIVE SELF-ASSESSMENT = Self-Coaching Questions and Unit Reflection
Nothing promotes critical thinking and self-awareness like Questions.
As often as possible, but especially when I see many students falling behind in the gradebook, I take 10-15 minutes of class time and do some "Group Coaching" - I ask questions. Some participate and share out loud, while everybody writes their own answers. Here are some regular questions I use for a quick semester check-in (and they are worth the time):
1. How well did I meet everyone's expectations this week, including for this class? (Remember to look for shame, turn that off, and feel disappointment or pride instead.)
2. What happened? What worked? What didn't?
3. What are some things I'm willing to do differently this week to get closer to my goals and expectations? How can I remember to do them?
4. What expectations do I want to set for myself?
Versions of these can be deployed at the end of each unit for a completion grade, and most students convey that they actually LIKE this writing and likely wouldn't do it if it wasn't an assignment.

Alexander Cortes (Local Area Networks)

2023-03-03 02:34:27 UTC

Formative Assessment - In my Local Area Networks class, I begin the class by providing a 10 questions Kahoot type of activity of the Week's topic. The students reflect of their own learning from the reading material before I begin teaching the class. I use this assessment to understand who has done their homework before class and see which students need additional help. After each question, I ask students to participate in sharing why he or she chose a particular answer or wait for a question from them so I can have a teachable moment. For a summative assessment, students are asked to build a small enterprise network using 2 enterprise switches, 1 router, and 2 hosts. This assessment represents a real-world scenario in which students apply their learned skills for their own project. I provide a rubric detailing the specific requirements that need to be done to successfully build a small enterprise network. I provide individualized feedback on their project for all steps performed successfully or unsuccessfully.

Michelle Morgan (POS 2041)

2023-03-03 22:33:27 UTC

An authentic assessment I use is to have students watch current news stories and apply those stories to the content in our political science chapters. This allows them to see the concepts being applied in the real world.

I use InQuizitive for my formative/self-assessment. This in an interactive learning tool built into my online textbook. It checks for understanding, but also asks the students to select how confident they are about each question.

Based on this confidence data, I can spend more time on topics the students self-identify as difficult or confusing.

Duaa Lutfi

duaalutfi09 — 2023-05-03 19:01:09 UTC

I am quick to use reflective activities as a means to assess learning. I usually give one minute papers or 321 question strategy.

Linda King BSC1010C

2023-10-08 21:25:42 UTC

I use self-assessment and peer assessment in my course (among others!). General Biology I has an amazing amount of material to learn. For self-assessment, I have students complete a “lecture participation” exercise each class that requires them to think about what we just talked about. This can be a group activity if they want. It is graded on participation only, and it helps students identify areas they got and areas to work on. We also do a course project where each student gives a 5 min presentation about a topic (taken from the module objectives). Students peer-review each other’s projects. The peer-review helps students identify what additional information, if any, they would like to have heard about the topic. This helps show them what they know.

Andres Villalobos

2023-10-09 14:15:54 UTC

Formative assessment (Discussion activity) – Typically, one of my formative assessments is based on discussion activities. Discussion forums allow students to apply the learned content, connect with real scenarios, and debate ideas with their peers. These activities required an additional level of detail and depth as it is critical to understand the content, their peers' points of view, and the connection to the topic.

Summative assessment (final exam, paper) – Two examples of summative assessments I use are the final exam or reflection paper. These tools are critical to ensure the students have made critical connections on important topics. Both tools are used after I have employed a variety of strategies throughout the term to assess progress and the understanding of major topics.

Peer Assessment - Mark Webster

2023-10-10 16:47:07 UTC

I recently experienced a group assignment in one of my classes and discovered that the majority of the students had never participated in a group assignment before. Many students reached out and expressed their anxiety and even attempted to opt-out of it. I got their buy-in by explaining this would be a great opportunity to enhance their organizational skills and prepare them for working remotely in a professional setting. Each student was required to submit a peer evaluation to assess the participation of their team members. I was pleased by the overwhelmingly positive reviews and how they creatively overcame several challenges ranging from communication, technical difficulties and scheduling.

Ashley Moreshead (AMH2020 online)

2023-10-13 14:47:10 UTC

Formative assessment-- I put short quizzes throughout each module that are low-stakes and can be attempted multiple times. I try to use a variety of question types to check whether students have pickup on the key terms and concepts. I would love to incorporate different kinds of formative assessments, though, and I hope I can find ways to translate some of the activities I am reading about here into my online class.
Summative assessment-- Instead of exams, I give essay assignments in which students have to use a variety of primary and secondary sources from the course (and cite them). I like to think that this tests their understanding of the material we have been learning as well as having them practice analytical skills like historians use in real life, which makes it a more authentic assessment.

Melanie Osborn (Intro to Humanities)

simoneinfrance — 2023-10-14 17:13:02 UTC

I chose to incorporate formative opportunities to prepare students for a final presentation. I created a module for the presentation with purpose statement, guidelines, and examples. I then created two Check In assignments within the module, which students must complete before the presentation due date. The first check in requires students to sign up for their topic, this not for a grade – and is only complete/incomplete – the second check in requires the student to complete a resources worksheet worth 50 points. I chose to use these formative opportunities as a low stake’s preparation work so students would start working on their project early in the semester. These two check ins allow me to see who is understanding the project and gives the students time to do good research and be prepared.
The summative assessment comes from the final presentation and reflection of their research, which is connected to the learning outcomes in the course.

Isaih Battiste (ECO2023)

2023-10-15 22:40:24 UTC

For both the Principles of Macroeconomics as well as the Principles of Microeconomics I like to combine a formative and summative assessment by assigning a discussion question paired with an exam at the end of each part of the class. I typically break the course up into three parts so that students are not overwhelmed with a large midterm or cumulative final exam. In order to summate each part the students are asked to demonstrate their mastery of an economic concept covered during the previous part of the course. By putting things into their own words they are undergoing a formative assessment experience, as well as a summative one since it comes at the end of each part of the class. My favorite part is that I allow each student to choose what they would like to tie the economic concept to. For example, I recently created a discussion post where I asked them to write about price floors and price ceilings and what sort of market that they're interested in could use the implementation of either, and why. To me, this makes it so that they apply the concept to not just the real world, but their world in particular. I believe that by doing so the concept will be absorbed even more, and stick with them far beyond the course. The students seem to really enjoy these discussion questions since I often get very detailed, lengthy responses about topics that they are passionate about. In turn, I learn a lot more about what interests them, and I feel confident that they won't soon forget the economic lesson. So, it's a win-win.

Sandra Sullivan (Math)

2024-01-17 15:04:02 UTC

I tend to use multiple formative assessments and summative assessments throughout my courses. Most math classes have an online component to them that allows me to do a spot check on each student and the particular section of homework that was covered. It also tells me how many times a student had to redo a specific question. I also use in class assignments that can be done together as groups. I use end of chapter exams for my summative assessments.

2024-01-21 16:16:25 UTC

Susan Zori (Part-time Clinical Adjunct) for NUR 1020C Introduction to Nursing) This course uses Formative Assessment in several ways. There are homework assignments that help students make connections between concepts being taught. Students are in the nursing arts lab and carry out technical skills such as vital signs with opportunities to practice vital signs on each other (formative) and then a final check-off with the vital signs verified with an instructor (summative). There are exams and a final that is comprehensive and a nationally benchmarked exam in the course (summative). Authentic learning is also an important part of the course as the students attend 5 days of clinical in a hospital where they use the skills and content they learned and apply it to the real world. Each day the student is in clinical the faculty member completes a check list on the student (ungraded) that provides feedback to the students on communication, safety and the other goals of the course.

Regina Sasahara (General BiologyI)

2024-01-26 03:06:06 UTC

As formative assessments that are ungraded, I use Classroom Assessment techniques for the Chapters lectures. After presenting each concept I ask a question for the students to discuss in a group. I give them some minutes and I randomly choose one group to share the answer and the classroom has the opportunity to discuss. While I walk in the classroom and watch them solving the question, I can already have an idea if I need to clarify some points. As graded formative assessments the students have two homework after each chapter. They are from the digital Pearson e-book and are multiple choices to be submitted online. This is a kind of self-assessment because the students can try many times and the system give them feedback when they choose the wrong answer.

As summative assessment I used multiple choice test from the Pearson test bank for the chapters and questions to be answered by writing for lab test. I need to introduce more authentic assessments in my tests this semester.

Tamara Demeree - BASBOL program

2024-01-26 21:23:40 UTC

I will focus on the current course I am teaching – Human Resource Management. I use authentic assessment in the midterm and final exams to ask students to answer five short essay questions. In these questions, they are required to illustrate their understanding of the concepts and then apply them to their professional settings to show the real-world application of these concepts. I believe this shows they can not only reiterate the definition but through illustration they show they truly understand how it works in reality. I provide personalized comments to students on their exams to make sure they have specific feedback on their short essays. I use formative assessments at the end of each module with a short 10-question multiple-choice quiz to ensure they understand the key concepts from that chapter. Students get immediate feedback, and it also gives me a more immediate measurement of the student's learning of the key topics so I can adapt my content to cover areas they do not understand before we get to the major exams. When I started teaching the course, I included an authentic assessment which was a Case Study on Human Resource management. This case study includes several questions that the students must answer related to the scenario presented to see how they will solve real-life problems related to HR topics. Students get feedback a little slower using this approach, but this assessment can be much more rewarding and illustrate the achieved student outcomes.

Carlos Sarmiento

2024-01-27 20:02:32 UTC

Formative:

I tend to use the muddiest point as an informal activity before and after we start a new assignment. For example, before I start writing a paragraph, I ask them what usually gives them problem when writing and why. I use their feedback to focus on specific areas during the instruction. After I grade their assignments, I go back and ask what was the biggest problem during the writing process. I take that time to give recommendations, review certain skills, etc.

Summative:

Students have a series of writing assignments that range from editing to writing paragraphs all the way to writing essays. After each assignment, they receive timely feedback which is then used for corrections in future assignments. Truthfully, this can be very time consuming because of the amount of grading that is needed, but I have found it to be vital.

Darien Soares - SLS1122

2024-01-27 20:06:57 UTC

I have started to incorporate anonymous peer reviews as a means of summative assessment in my class. Students are to grade each other's presentations throughout the semester and these reviews serve as a way for them to see how they did on that project. While it does not impact their grade entirely, those who complete the assessments are given a grade while simultaneously the presenter will receive feedback from their peers. I noticed that this helped a lot of my students and that their final projects were much stronger at the end of the semester. I utilize a portfolio type of formative assessments when having my students complete work throughout the semester. This allows them to reflect on past assignments and because their final project is a culmination of all the things they learned through the semester, it serves as a way for them to measure how far they have come from that first assignment.

Kathryn McKenna English 101

2024-04-15 18:01:02 UTC

I use a combination of formative and summative assessment for a project that asks students to consider the role of sound in the world around them and create a sound-theme podcast. Most assignments are formative in that students receive either a "complete" or "incomplete" based on whether or not they fulfill the assignment criteria. If they receive an "incomplete," they have an opportunity to revise and resubmit. The first assignment follows this formative fomrat, in that students first listen to a podcast about sound, and then they define a few specific terms as they are explained in the podcast. As well, they are asked to make claims about how sounds provided in the podcast support or detract from the podcast's effectiveness. This is a formative assignment in that they receive a grade of "complete" for fulfilling the assignment requirements, but there is no judgement as to how well they do so. Another formative assessment in this process is the creation of their voice recorded podcast. Since the podcast is a creative endeavor--and I do not expect students to be expert podcasters--they receive a grade of complete for following the instructions. The final assignment in the series is summative. For this assignment, students are asked to review the choices they made through their creation process. They need to make specific claims about their choices and how these choices affected their audience's experience of listening to their podcast. This assignment is intended to gauge not only their understanding of the rhetorical situation, but also basic essay development skills, like making specific claims, providing specific evidence, and explaining why their choices matter. This final assignment is summative, in that students are scored based on the quality of their essay.

Kara Di Giorgio - Chem 1045

2024-05-06 17:26:14 UTC

I use formative assessment for students to self-quiz by using auto-graded mathematical problems. I tell students to practice using the questions at the end of the chapter and then quiz themselves (ungraded) using the Canvas quizzes. They can see which questions they are having difficulties with and get additional help/practice.

As a lab class, we have authentic summative assessments built-in in the form of our lab reports. Students have to perform a lab and then write it up, including calculations based on the current content being covered in lecture.

I will also be having in-person quizzes before lab. This will allow me to both determine which students are having difficulties (formative) and second, determine if they are indeed, probably the person taking the tests.

I don't like multiple choice problems for chemistry and usually use many free-response questions on all major tests (summative). This means students have to show HOW they get their answers, not just know the correct answer.

Jaime Downing LAN 101

2024-05-09 18:09:57 UTC

This class includes (voluntary) self-assessment with pre-quizzes that are very similar to the formative assessments at the end of each module; authentic learning through a large number of hands-on/practical exercises; and fairly taxing summative assessments: one knowledge recall and one authentic skills assessment.

Amanda Greco - ENC0027

2024-05-10 14:52:50 UTC

Each week during class, I host discussions and activities about the chapters we are reading. They are meant to get the students thinking and processing content from the chapters without reading it first. The goal is that, when they take the chapter quiz after reading the book, they are better prepared because of the discussions. I've seen test scores be higher in students who come to class regularly than those who don't showing that opportunities for formative assessment do increase student performance on summatives.

Annaliese Rollins - ENC 1101 and ENC 1102

2024-10-03 14:08:06 UTC

Valeriya Nedviga (CAD for Entertainment)

2024-10-05 20:55:24 UTC

I'm curious to implement Student-Generated Discussion. In a nutshell, it's a help-each-other discussion thread. I feel like in online course, one of the things that students are struggling with the most while learning a new software is feeling that they might be the only person who has this question, or the software doesn't work for them. I wonder how perception of them might change if they can chat to each other and understand that it actually doesn't work for a lot of them. And together, as a team, we can find a solution! Helps them to feel supported, be a part of the team, and build relationships within the class too.

Cailey Cassity-Ness

2024-10-11 12:56:17 UTC

In my course, I use peer assessment for each essay. This allows students to get another person to give feedback other than me, which I think can be valuable at times! I also do self-assessments with writing reflections throughout the course, that have students reflect on their experience in the course, what they think they are doing well/not well, etc.

Lori Alturo

2024-10-11 13:34:15 UTC

In my course, I will utilize formative assessments often. One example is at the beginning of each class, the students answer 5 questions about the previous class' learning. They are handed in without their names on them, mixed up they redistributed. The students grade the one they received, then have a classroom discussion of wrong answers or common misconceptions. This provokes student engagement and critical thinking and learning through peer diversity, without fear of a bad grade. I also employ authentic assessment in the way of skills/task simulation on a high technology manikin, using a rubric for grading. I find that this type of assessment provides the real life scenario that enables the student to understand the value of fully understanding a topic as it relates to their future career.

Kristin Iddiols - NSE

2024-10-12 21:50:24 UTC

This is my first semester teaching this course and for me interaction is key to evaluating my students' understanding of each topic. Then I can adjust or clarify as needed. One activity I do often is incorporate a Kahoot slide show with polls and normal Kahoot quiz questions. I start with a poll question, have a quick discussion/sharing moment, move on to a Kahoot Slide I create which gives the new knowledge. The next slide might be a quiz question, then a quick discussion on what the students thought and why, then the slide that clarifies the knowledge. The engagement is incredible and I can pause during the slide portion to clarify or expound on a concept.

Santos O'Neill

2024-10-14 18:36:02 UTC

Padlet is one of the tools that I been meaning to us as a formative assessment. It's quick, different, and friendly. Students can express themselves with ease and is very appealing for the participants to reach each others post. One of the articles shared in this page talked about "Engineering effective classroom discussions, questions, activities, and tasks that elicit evidence of students’ learning". Related to this, I have noticed that aesthetics, in my opinion, has a lot to do with learning. Not only is particular assessment types, but in writing clear instructions, utilizing easy and simple tools, and organizing the activities and modules into a nice flow, goes a long way. Nearpod is another tool, similar to padlet, that can be used for formative and summative assessments.

Jennifer Tomlinson (SLS 1122)

2024-10-17 02:03:55 UTC

I wonder if the goal planning in SLS 1122 is a form of authentic learning. Per the article we read in this module, “in order for a learning experience to be truly authentic, students must do work relevant to their lives while also having an impact on or application in the real world.” We have students establish a career, education, and financial plan through the designed assignments in the class. This is all connected to them and their real-world intentions, and it’s a skill set we hope they continue in their life beyond the class.

I also would like to know if the practice of allowing students to redo assignments without penalty is a form of summative assessment. I teach SLS 1122 asynchronously online, and four specific assignments are directly connected to their final exam and address the learning outcomes for the course. If the students miss the mark on the assignments building up to the final exam, they won’t be able to complete it correctly. So, I often use those graded assignments to gauge if the student understands the material. If they miss the mark, I leave ample feedback and allow them to re-do the assignment based on my feedback, and I provide additional resources for support.

LaRaven Temoney Louis

2024-10-21 14:09:06 UTC

In my U.S. government courses, I give a formative questionnaire on the first day of class that asks students a few questions, such as including why they're enrolled in the course, their earliest memory of U.S. politics, and pictures to see if they can identify different elected officials, etc. All of the students get credit for participating and then we shuffle the papers around to see overall as a class where we are. This tool has been helpful for me as I'm able to see where students are, from those who love political science to those who just immigrated to the U.S. a few months ago and have never taken a U.S. government or social studies course.

In all of my courses I administer two exams - midterm & final. I've done this throughout my first 2 years at the College so I'm still figuring out whether this is a good practice long term.

Emily Kelly BSC 1010c

2025-01-20 18:51:31 UTC

I use formative assessments in the form of short, chapter quizzes given on Canvas. The questions are a combination of multiple-choice, matching, fill-in, and multiple answer. I give 2 attempts and count only the highest grade. My goal is to try and give the students practice with the information before taking the unit test. My unit tests are summative and all multiple-choice questions.

Tanya Mahan

2025-01-21 19:34:04 UTC

This is my first semester teaching, so I don’t have any ‘I used’ stories but I was happy to discover that I had already planned on incorporating each strategy. The authentic assessments are being applied in many of my planned in-class activities (one Cliff Notes example is splitting the class into groups based on theory type and then giving a real world scenario and having a discussion on how the scenario might be examined/addressed/explained by that group’s assigned theory). I had also planned on asking “What’s muddy?” at the end of each class so that I can address any muddiness the next time we meet.

Gladys Stromberg

2025-01-23 20:47:46 UTC

I enjoyed reading all these ideas! I noticed I use a lot of these assessments already as well, but one in which I am now trying to learn more about is Quizizz. This app/website has so many resources such as lessons, quizzes, and practice of various levels and activities. Everything is customizable which makes it nice. It adds an element of gamification which adds to an engaging learning environment. I am still learning, but I have found several useful and relevant formative and even summative assessments in which I have been able to implement in my classes. It is always important to keep the learning outcomes in focus and find ways in which students can SHOW us that they have learned the material. Formative assessments help me know what next steps to take so that I best prepare my students for the summative assessment. I also keep in mind with my international population that not all assessments are one size fits all, so knowing where my students are and helping them reach our learning outcome(s) is essential, and I do this by providing a variety of assessments. This is easier to do in a face-to-face course, but if needed, I make it happen in an online course too. There are many ways for students to SHOW you what they have LEARNED.

Lessenia Richards | SLS 1122

2025-01-23 22:09:35 UTC

An authentic assessment I use is a budgeting case study to teach financial planning in college. In the face-to-face modality, we read a case study related to a student’s college expenses.Then, my students break into groups to discuss and create a budget for the case study example. As a summative assessment, students complete a personal budget assignment in which they assess their own college expenses and create a budget. Side note on this - there is obviously no way for me to know each student’s personal expenses so I grade this assignment based on their knowledge of the concepts and how they create the budget, not the exact numbers. This way students do not feel obligated to share their exact financial situation with me. I created a rubric for this summative assessment as well.

Lindsey Owens

2025-01-24 20:18:31 UTC

I use Padlets in my classroom, usually for things like topic ideation and brainstorming. I typically have students group up and come up with 5 potential topics together. I then link the board in Canvas so that students can return and see topic ideas they can choose from. I also use Canvas' built-in peer review tool that is newer. I'll have students submit an initial draft of their paper, then they'll be assigned two papers to review with questions I provide.

My Assessment usage

2025-01-24 21:54:57 UTC

I don't like this padlet formatl. LOL it looks and feels extremely chaotic. I like my information organized, neat and easily accessible. In regard to assessments I prefer formative assessments. I love the usage of minute paper to hone in and see where the students are based on that days lecture. I also incorporate Kahoots as well. Based on their responses, I am able to gage their retention knowledge of the days message. I also use role play as well based on the feedback. I let the students show mw how I could have delivered my covered topic in a different manner for optimal knowledge retention. Simple, yet extremely effective. Professor Bell-Williams.

Kaitlyn Fulford (Biology)

2025-01-24 23:26:31 UTC

Formative Assessment: I use a few different formative assessments in my Biology classes. One example is attendance quizzes. There are 8 of them randomly sprinkled throughout the semester. They are extra credit only, and have 3 short answer questions about the lecture material covered in class that day. It give students who were paying attention and in attendance extra credit. It also allows me to see what most people remembered from lecture, and what I need to emphasize better next time.

Authentic Learning: For my BSC1010C course, there is an in-person lab component. We often use authentic learning strategies to help reinforce the lecture material through the lab. Specifically, the first lab teaches the scientific method. Each group has to come up with their own hypotheses based on their observations. Then, they have to re-test to see if their results support their predictions. Having the students come up with their own hypotheses helps them understand the concept better.

Summative Assessment: All of my courses have summative assessments. My end-of-unit exams have a combination of multiple choice and 1 short essay. The final exam has a few short answer questions. I give the students 2 possible essay questions ahead of time, and 1 will be on the exam. It gives them the opportunity to think through important concepts and ask me about it ahead of time. I like to give essays so that they can learn the material deeply enough to write scientifically about it.

Lisa Wentzell (AMH 2010)

2025-01-25 18:23:15 UTC

For formative assessments, I have often used exit tickets in my classroom to assess the understanding of the concept for the day and allow me to adjust my instruction to address any misconceptions students have. I am excited to try out minute papers in my online course and have students respond to those of their classmates in a discussion post. I also use games such as Blooket, Kahoot, and Quizizz as formative assessments, often to help students prepare for the summative unit tests in class. When done together in class, they give me the opportunity to provide in-the-moment clarification of concepts. Assigned independently, I can use the reports to help adjust my instruction.

Assessments for ENC 1101

2025-01-25 20:01:56 UTC

For my formative assesments, they are always essays, except my final- which is a presentation. I do use a rubric for each essay, and for summative assessments, we always peer-edit the week before a paper is due. Another summative I use in class is an exit ticket I call my shapes. It uses a square-a circle and a triangle--for the square- tell me something that you agree with from the lesson today, for the circle- what is one thing that you are wondering- and the triangle is 3 aha-moments. By the end of the course, I can just say shapes and they know what to do. I also do group engagement activities a lot. We did introductions to a descriptive story and they were given a scenerio and requirements, then they had to write it in groups of three. As I circled the room--I could hear intense conversations (especially since the winner gets their favorite snacks) and the students were all checking and making sure they had dialogue, sensory words, and we showing not telling the action. I am so impressed with what they came up with. Then the other class votes on the best, so I am out of it!

Isabelle Marcellus - ENC 1101

2025-01-27 02:50:20 UTC

Authentic Assessment: As a part of the learning outcome, students must understand the various steps in the writing process. When we start a new type of essay, I explain the different parts of an outline and then provide time in class for students to brainstorm and start putting their outline together. The goal is for them to complete their outline and submit online so I can review and provide feedback before our next session together. This allows me to ensure the topic selected will work for the type of essay and to ensure the outline is clear enough to build a paper.

Formative Assessment: At the start of the semester I ask my students to write a short paragraph and answer "What is writing?" Before I settle in my lesson on the rhetorical nature of writing, I enjoy administering this assessment to peak into the minds of my students. Their responses often revolve solely around academic writing and this opens up the conversation to talk about writing in other areas of life. The number of "aha" moments with this short but powerful assignment can make a difference for the rest of the term!

MAT 1033C - Augustus

2025-04-14 14:12:27 UTC

Formative Assessment Strategy - Error Analysis Ticket. Students identify and correct the error, and explain what the mistake was and how to fix it. It encourages metacognition, gives real-tine insight into who's understanding the concept, and it is quick and easy to implement.

Daniel Butcher - History

2025-04-15 14:20:14 UTC

Authentic Learning - I am beginning to create assignments where I ask students to prompt an AI and evaluate. Analysis is a core competency built into my courses, and the prompt response gives students sometimes inaccurate paragraphs that they can review and provide their own feedback using evidence they've been taught to access in class to determine if the AI is a flawed historian.

Formative Assessment - I use discussions to develop and reinforce skills. But that also means that I rarely use the exact same question more than once as I try to tailor the prompts to the class need.

Tina

2025-04-19 10:23:26 UTC

Authentic learning - Simulation is a great way to allow nursing students the opportunity to apply what is learned to a real life scenario. Students tend to retain information better when they can relate or apply it to a real life situation.

Summative evaluation- Exams/Projects

Ben Barragan - Chemistry

2025-04-20 19:20:48 UTC

Authentic Learning - I frequently connect concepts in class to experiments that students conduct in their lab exercises. The lab experiments involve applying principles in class to explain and analyze the results of their experiments. Formative Assessments - Exit tickets on Canvas. As an adjunct the last thing I want to do is get 25 tiny slips of paper that could get easily lost throughout the week. So, I have given students exit tickets on canvas that are often in the form of a 1 minute paper so that I can quickly look at student responses to identify what content students are still struggling to comprehend.

Mihir Waykar - Anatomy

2025-04-21 00:21:26 UTC

For Authentic learning I have two ways to have student engagement in lab. I give them assignments to work in groups and connect the concepts learned in lecture. I then review the correct answers with the class and ask each group how they got to their conclusion. Also as the class material is some what summative, so I ask fun jeopardy questions as an exit ticket activity.

For the Formative assessment I often use a mixed method of asking questions from multiple choice, fill in the blank, matching, and free response. Prior to an assessment, I review the high-yield concepts and the learning outcomes. This can be done by overview PPTs, Kahoots, or student presentations.

Angela Presto - Psychology

2025-04-28 20:45:22 UTC

This padlet format is interesting. It is a bit chaotic for me, however I think it is great for potential brainstorming, students to share responses anonymously if you are doing an in-class survey, etc.

Regarding the assessment strategies, the two I utilize the most are formative and authentic, as they are the meat and potatoes of learning.

I like the concept of Muddiest Point when students go to complete a paper or project, as it helps me identify what feedback could be the most useful and individualized.

I also enjoy using relevant case studies that students can evaluate as a group, whether it is part of a project or discussion post, and students can engage in a bit of peer assessment, as well as tie together what they learned in a module.

David Roberts- Chemistry

2025-05-07 18:22:19 UTC

Padlets, are great for free expressions of ideas.

Authentic learning- I like to utilize Muddiest Point in my online learning environment. This allows me to prioritize my lesson delivery so that it builds on clear constructs so that students can master larger overarching ideas. The benefit is twofold: students get a chance to master smaller, individual concepts before moving on to more complex ideas, and you can adjust the pace or depth of future lessons based on what students are struggling.

Laura Oswald--Anat Phys 1

2025-05-10 17:32:57 UTC

In my anatomy class, I use formative assessments—such as exit tickets, quizzes, group discussions, and interactive models—to check for understanding throughout a unit. These tools help me identify misconceptions early and adjust instruction as needed. For summative assessments, I use unit tests, lab practicals, and cumulative projects that require students to apply anatomical knowledge and critical thinking skills. Together, these assessments ensure students are continuously supported in their learning while also demonstrating mastery of key concepts.

Audrey Benet - Hospitality

2025-05-11 16:12:29 UTC

Authentic Assessments:

Part of my promise to students is that they will learn things that they can instantly apply along with learning to think through situations to make the best possible decision for their team, the guest, and the business. To do this, I primarily use authentic assessments. A simple example is in teaching them how to order liquor, beer, and wine. In this one practice, which they must do several times throughout the semester, they practice how to assess whether the product should be ordered or not regardless of what someone told them to do. I revisit this several times in the semester so they can finesse their skills, using real world order guides from existing restaurants.

Formative Assessments:

Every semester works on some type of project - whether it is creating a restaurant concept and describing the concept, business plan, and marketing plan. In the case of the Wine Essentials class, they are to present to the class on a different region. I find that asking someone to teach a portion of the class with my presence there as a support, is greatly beneficial to them as they work harder to make sure to learn the content but it also easily allows me to assess how they process information and how much they have learned.

David S.H Funes - Chemistry

2025-05-11 22:11:09 UTC

Many students take chemistry as their physical science course requirement, while order is the required course. However, very, very few venture into chemistry. I like to make a poll every semester to know what my students majors are and what they are going into. This way I adjust my question to be more applicable to what they are likely to encountered in their field or just a bit more interesting for them. This is my way of doing authentic assesment. I make question arround application problem in thier respective fields.

Tracie Barrett - Writing Tutor

2025-05-12 19:21:33 UTC

Keeping in mind that the workshop I'm developing has not been taught yet (a PERT review for either Writing/Sentence Skills or Reading), this is a bit harder to answer. The plan is to have potential students take a practice PERT test or take the actual test before signing up for the workshop. That way, I can ask at the beginning of the class for a list of topics of concern. More time will be spent on what the students in that workshop need the most help with, and then most of the assessments will be instant in asking for answers to practice questions.

Alexander Urrego - Intermediate Algebra

2025-05-13 23:50:31 UTC

In my classes I use multiple types of formative assessments, the idea with this is to chunk into smaller pieces the chapters that we cover. For this formative assessments we use exits tickets, short quizzes, interactive labs done on Canvas, and more, about a section or two from a 5 or 6-section chapter.

In terms of summative assessments I use chapter tests. When these tests are done f2f I use a mixture of multiple choice questions and open ended questions. The open-ended questions would be real-life scenarios where the students would have to use the math being learned at that point in time.

Kyla Andrews - College Algebra

2025-05-18 12:32:55 UTC

In my College Algebra class, I incorporate a mix of formative and summative assessments to support student learning and measure progress. For formative assessment, I use Kahoot pre-quizzes to quickly gauge students' understanding before introducing new content, and in-class math relays to promote collaboration and real-time problem solving. These activities create an engaging, low-pressure environment where I can identify misconceptions and adjust instruction as needed. For summative assessment, I administer unit exams that evaluate students’ overall comprehension of key concepts. I've found that providing timely, targeted feedback after formative activities helps students feel more prepared and confident when it comes time for the exams.