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Assessing student learning is a key factor, needed for a successful education. Learning for the student cannot be successfully achieved if I don't not have a process in place to measure their learning progress. There are many standards and measures I use to ensure accurate representation of student learning such as diagnostic, formative, and summative assessment. I will demonstrate some of the informal and formal versions of assessment used in my classes below.
On the left is a Venn Diagram. I used this informal assessment technique as an 'exit ticket' to see where my students formative progress was after my lesson. Based on student responses (both via placement of sticky note and written content on the sticky note), I could determine the accuracy and depth of the collective classes' knowledge on my lesson on WW1. I measure my lessons' effectiveness based on assessments like these and alter them in real time to provide students the best learning experience possible.
On the left is a Venn Diagram. I used this informal assessment technique as an 'exit ticket' to see where my students formative progress was after my lesson. Based on student responses (both via placement of sticky note and written content on the sticky note), I could determine the accuracy and depth of the collective classes' knowledge on my lesson on WW1. I measure my lessons' effectiveness based on assessments like these and alter them in real time to provide students the best learning experience possible.
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One of the most effective tools I use as a teacher to assess student learning is a grading rubric. In fact, it is rare that I create an assignment that is not accompanied by a grading rubric. Rubrics provide students a consistent and standardized set of expectations in what they need to display in their work to earn various grades. These expectations are not picked at random. These expectations are set to assess the levels of how well a student knows or does not know the essential questions of a lesson. Some requirements in a rubric expect students to demonstrate higher-level thinking (such as analysis, interpretation, and synthesis) to demonstrate their knowledge and understanding of a lesson, while as others will simply require students to recall information or answer the basic 5 W’s of a historical event studied (who, what, when, where, and why).
On the right, is a grading rubric I used to assess each student's level of comprehension for their final research paper in College Preparatory United States History. In the left hand column, students are reminded of how the 4 point grading scale translates in a traditional 1-100 point scale. In the right hand column, students have a set of standards to work towards and have clear expectations of what they must do to earn the various grades shown in the rubric. Students worked hard on their final papers, and did well.
On the right, is a grading rubric I used to assess each student's level of comprehension for their final research paper in College Preparatory United States History. In the left hand column, students are reminded of how the 4 point grading scale translates in a traditional 1-100 point scale. In the right hand column, students have a set of standards to work towards and have clear expectations of what they must do to earn the various grades shown in the rubric. Students worked hard on their final papers, and did well.
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As far as assessments go - I typically implement diagnostic assessments at the beginning of a unit. This allows me to see how much relative knowledge students possess about a topic being taught before I teach it. After this, I typically implement formative assessments midway through a unit. This enables me to assess what progress students are making in their learning goals for the unit. These assessments are crucial, and I would argue the most important in teaching. This is because in the middle of a unit, students rarely have exemplary knowledge of all topics being taught. These assessments allow me to see the parts of my lessons that didn’t resonate with both the individual student, and sometimes the class as a whole. With this knowledge, I then know what lessons I need to recreate, and/or reteach. Lastly, at the end of a unit, I require students to complete a summative assessment. These assessments allow me to determine whether or not students have met learning objectives and standards of the unit, as well as determine whether they are able to answer the essential questions throughout the unit with higher level thinking capability.
To the left is a prompt I created for a unit test that my students took on the cold war as a summative assessment. This assessment requires students to demonstrate summative level knowledge in a creative manner.
To the left is a prompt I created for a unit test that my students took on the cold war as a summative assessment. This assessment requires students to demonstrate summative level knowledge in a creative manner.
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Without assessment, I would not be able to track the varied levels of student progress in my classes. Without being able to see what students are successfully understanding (as well as not understanding) in any given lesson, I'm not able to accurately reflect on my lessons and determine what to alter and improve future learning opportunities. I make sure to assess student knowledge at each step of the learning journey at the class level, as at the individual level. Not every student learns in the same way, or at the same pace, so as a result of this, frequent formative assessments are needed between the starting line of a diagnostic assessment and a summative exam during a unit. Assessing learning, makes sure all students have the opportunity to succeed in my class.
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