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20 Simple Assessment Strategies You Can Use Every Day

20 Simple Assessment Strategies You Can Use Every Day
20 Simple Assessment Strategies You Can Use Every Day by Saga Briggs The ultimate goal of teaching is understanding. But sometimes it’s easier to talk than to teach, as we all know, especially when we need to cover a lot of material in a short amount of time. We hope students will understand, if not now then before test time, and we keep our fingers crossed that their results will indicate we’ve done our job. The problem is, we often rely on these tests to measure understanding and then we move on. Below are 22 simple assessment strategies and tips to help you become more frequent in your teaching, planning, and curriculum design. 22 Simple Assessment Strategies & Tips You Can Use Every Day 1. Avoid yes/no questions and phrases like “Does this make sense?” 2. During the last five minutes of class ask students to reflect on the lesson and write down what they’ve learned. 3. Give a short quiz at the end of class to check for comprehension. 4. 5. 6. 7. 8. 9. 10. 11. 13. 14. 15. 16. 17. 18.

Related:  Assessment (AFL, AAL, AOL)EvaluaciónEducaciónFormativ bedömningTeaching

Rubrics to Help You Grade Students Assignments on Google Drive July, 2014 Chalkup is a great web tool that allows teachers to create classes and share different study materials on a message board that students can access in real-time. Chalkup lets you post discussion prompts, add comments to discussions, distribute announcements and assignments and view files. The handy feature I love about Chalkup is its Google Drive integration. This means that you can share files stored on your Drive right into your Chalkup class with one click or drag and drop them from your computer. Why Formative Assessments Matter So for a week, I stood in the front of the room while students furiously wrote down every word that came out of my mouth. Atomic number, Lanthanide Series, electrons. I could see at the end of each day confusion on their face but I chalked that up to their needing to go home and review their notes so they would "get it." No need for me to change what I was doing.

Love numbers? A reading list for math enthusiasts Ready to level up your working knowledge of math? Below, Jennifer Ouellette, author of The Calculus Diaries: How Math Can Help You Lose Weight, Win in Vegas, and Survive a Zombie Apocalypse shares her favorite mathematics reading picks. Here’s what to read now — and next. Math 101, with Jennifer Ouellette First, start with these 5 books… What if you marked every book, every lesson? Reinventing the feedback wheel Reinventing the wheel – a mistake? Of the many criticisms I’ve received as a teacher, one I’ve failed to outgrow is ‘reinventing the wheel.’ In my training year, I remember my professional mentor complaining that new teachers, including me, waste time recreating or modifying existing resources. Last November, five years later, Kris Boulton and Nick Dennis were still taking me to task for advocating something similar for teachers seeking to incorporate new strategies in their classrooms. While it’s undoubtedly impractical and undesirable for new teachers to begin planning as though from a blank slate, I can think of fewer than half a dozen lessons I’ve borrowed without any modification at all; to meet my students’ needs, each idea and each lesson needs some degree of modification.

Why AfL might be wrong, and what to do about it Some cows are so sacred that any criticism of them is fraught with the risk of bumping up against entrenched cognitive bias. We are fantastically bad at recognizing that our beliefs are often not based on evidence but on self-interest, and it’s been in everyone’s interest to uphold the belief that AfL is the best thing that teachers can do. When confronted with ‘others’ who disagree with our most fervently held beliefs, we tend to make the following series of assumptions: They are ignorantThey are stupidThey are evil When in the past I have been critical of AfL (or anything else) the most common responses is that I don’t understand it.

Scientists Discover New Shape When Playing With Rubber Bands What do you yet when you cross a rubber band with an octopus? A whole new shape, it turns out, with perversions. The Harvard researchers who made the discovery were seeking to make springs. They glued two strips of uneven length together and stretched them out while clipped at each end with strings thin enough that the strips could rotate freely. As the force stretching the strips out decreased the strips started to wind up like a telephone cord (ask someone over 30). While the new shape resembles a double helix the team noticed it had what they call perversions (see image above). 7 Questions To Ask Yourself Before Giving An Assessment Too often, we spend time trying to determine how to reshape curriculum and instructional strategies so that students will perform well on a given assessment when we should instead be asking how to make assessments work in support of student learning and teachers’ professional growth. But how do you select assessments that are accurate, standards-aligned and powerful enough to measure and support what matters? Here are seven questions to guide your thinking as you shape your classroom, school or district’s assessment toolkit. How Will You Use The Information? Identify why you’re assessing students and how you intend to use the information obtained from the test.

Make It Count: Providing Feedback as Formative Assessment Providing students with feedback on written work can, at times, feel like a burden. Dozens (perhaps even hundreds) of papers clutter your desk, and commenting on each is nearly impossible. Still, we know, both from our experiences and from research, that feedback is essential. John Hattie, Professor of Education and Director of the Melbourne Education Research Institute at the University of Melbourne, Australia, believes that feedback must be timely, relevant, and action-oriented. The good news, according to Hattie, is that "students want feedback just for them, just in time, and just helping nudge forward."