Assessing Beyond Testing

 

One of the essential job duties of teachers preparing assessment for learning and as learning is “to use assessment to inform instruction, guide next steps, and help students monitor their progress towards achieving their learning goals” (Growing Success, 2010, p28). It is a definitely a guiding objective for us all. 

I have found interesting ideas in the following reading. Fluckiger & Co. (2010) discuss the power of formative feedback by teachers and peers. They suggest the following four possible assessment tasks:   a) three-color group quiz with feedback on product, process, and progress;

            b) midterm student conferencing;

            c) shared revision of student generated questions and statements; and

            d) timely feedback using collaborative assignment blogs.

Black ink is for writing what an individual knows. Green ink is for writing what the members of the group know. Blue ink represents knowledge from the textbook or lecture notes (p.137)

I myself consider that providing formative feedback in a constructive way will only enhance student learning. It also involves students as partners in their education journey, showing that the teacher puts time and effort better student involvement.

The modern methods of assessment provide clear means for differentiated evaluation.  One of the methods I use for assessing the students ‘conceptual understanding in differentiated ways is the Individual or Class journals.  Students are asked to write in a personal math journal/log their understanding of a concept or procedure using words, pictures, numbers, or charts. They may even add what is still unclear and what needs more practice. If it is a class journal, students are divided into small groups and they have the opportunity to explain the concept by the same means: words, pictures, numbers, and charts.

Another way to assess by differentiating is the use of centers or stations, each with a problem based on a set of data, corresponding to a different strand in math. For instance, for quadratic equations, stations will be divided by the three methods to solve them: factor the quadratic, complete the square, and using the quadratic formula. The activity at each station can start with a set of questions to help students share their knowledge and experience in the area of interest.

I often remember to make centers for different learning styles and multiple intelligences in order to allow students to learn in a way that better suits their specific learning needs.

Using various assessment techniques help students become more engaged and valued,  letting them have a word of choice in how and what they learn. After all, students are not just our partners in education, but also the beneficiaries of it.

Growing Success: Assessment, Evaluation and Reporting in Ontario Schools, 2010. http://www.edu.gov.on.ca/eng/policyfunding/growSuccess.pdf

Fluckiger, J., Tixiery Vigil, Y., Pasco, R., & Danielson, K. (2010, Oct-Dec). Formative feedback: Involving students as partners in assessment to enhance learning.  College Teaching, 58(), 136-140. http://journals2.scholarsportal.info.proxy1.lib.uwo.ca/pdf/87567555/v58i0004/136_ffisapiatel.xml