1. Questioning: Throughout the lesson, I would ask my students questions to get feedback on their understanding. This will help me know if I need to slow down, go back, or move on. This is an informal, formative type of assessment, and it's helpfulness can be underestimated. It can provide so much information that can change the direction of the lesson or keep it on track.
2. Discussion: At some point in the lesson, I would have a discussion with the class. I would probably do this either at the beginning of the lesson to see what students know and get them interested in the lesson, or I would do it after some practice with the topic to see if the lesson worked. This is also an informal and formative type of assessment.
3. Performance Assessment or Quiz: I would give my students a chance to demonstrate what they have learned from the lesson. I put performance OR quiz because sometimes I would do a performance assessment where students can show me what they've learned. And other times I would give a quiz for those students who prefer quizzes and tests over performing what they know.
4: Reflection: At the end of the lesson, I would have my students write a few sentences on what they thought about the lesson. I would have them write something they learned from the lesson, something they liked about the lesson, and something they disliked about the lesson.
This chart was given to our Elementary Education 422 science class by Mrs. Patty Stinger-Barnes. I believe she said she kept a copy of this for years and eventually cleaned it up and retyped it into the format below, but she did not keep up with where the chart originally came from. I feel that this will be very helpful to all of us as we will soon have to devise ways to assess students.
What
Tools Should I Use for Assessing Learning?
Overview
of Alternative Assessment Approaches
Assessment
Ideas for Individuals and Groups
Tests
|
Products/Projects
|
Performances
|
Process
Skills
|
Multiple
Choice
|
Ads
|
Activities
|
Anecdotal
records
|
True/False
|
Advice
Column
|
Announcements
|
Checklist
of observations for processes
|
Matching
|
Artifacts
|
Anthems
|
Concept
Mapping
|
Fill
in the Blank
|
Audiocassettes
|
Apologies
|
Conferences
– teacher & peer
|
Short
Answer
|
Autobiographies
|
Ballads
|
Debriefing
interviews
|
Essay
|
Banners
|
Beauty
tips
|
Debriefing
questioning for lesson closure
|
Blueprints
|
Campaign
speeches
|
Experience
checklists
|
|
Book
reviews
|
Character
sketches
|
Interactional
analyses
|
|
Books
|
Charades
|
Interviews
|
|
Brochures
|
Classroom
maps
|
Invented
dialogues
|
|
Bulletin
boards
|
Commercials
|
Journal
entries regarding processes
|
|
Cartoons
|
Cooperative
Learning/Grp.
Activities
|
Learning
Logs
|
|
Case
Studies
|
Dances
|
Metaphor
analyses
|
|
Collages
|
Debates
|
Observations
|
|
Computer
creations
|
Demonstrations
|
Oral
Questioning
|
|
Costumes
of characters
|
Discussions
|
Process-folios
|
|
Crossword
puzzles
|
Dramas
|
Question
production
|
|
Databases
|
Exercise
routines
|
Responses
to reading
|
|
Diaries
of historical periods
|
Experiments
|
Retelling
in your own words
|
|
Directories
|
Explanations
|
Tailored
responses
|
|
Displays
|
Fashion
Shows
|
Tell
how they did something and justify the approach
|
|
Drawings
|
Field
Trips
|
||
Foods
of a country or time period
|
Interactive
book reviews
|
||
Games
|
Interviews
|
||
Graphs,
charts, diagrams
|
Introductions
|
||
Graphic
Organizers
|
Jingles
|
||
Handbooks
|
Job
Interviews
|
||
How-to
books
|
Jump
rope rhymes
|
||
In-class
group essays
|
Laboratory
Experiments
|
||
Job
applications
|
Person
on the street interviews
|
||
Job
descriptions
|
News
reports
|
||
Journals
|
Oral
histories of events
|
||
Lab
Reports
|
Pantomimes
|
||
Learning
Centers
|
Plays
|
||
Learning
Logs
|
Presentations
|
||
Letters
to parents, editors, TV station or business
|
Psychomotor
skills development
|
||
Maps
|
Puppet
shows
|
||
“Me
Bag” for introductions
|
Reports
|
||
Mobiles
|
Role
Plays
|
||
Movies
Reviews
|
Sales
Pitches
|
||
Newspapers
|
Simulations
|
||
Pamphlets
|
Singing
of songs from historical periods
|
||
Parents
Job descriptions
|
Skits
|
||
Patterns
|
Sociograms
|
||
Peer
editing critiques
|
Song
writing to fit a topic
|
||
Pen-pal
letters
|
Speeches
|
||
Photographs
|
Spoofs
|
||
Picture
dictionaries
|
Storytelling
|
||
Portfolios
|
Surveys
|
||
Posters
|
Tongue
Twisters
|
||
Product
descriptions
|
TV
Talk Shows
|
||
Projects
|
Verbal
Comparisons
|
||
Proposals
|
Warnings
|
||
Protest
letters
|
Weather
Reports
|
||
Questionnaires
|
|||
Research
Centers
|
|||
Research
Papers
|
|||
Resumes
|
|||
Reviews
of a TV program
|
|||
Scrapbooks
|
|||
Short
Stories
|
|||
Simulation
games
|
|||
Slide
presentations
|
|||
Soap
Opera parodies
|
|||
Story
Illustrations
|
|||
Student
Kept Charts
|
|||
Timelines
|
|||
Travel
Folders
|
|||
Videotapes
|
|||
Want
Ads
|
|||
Work
Products
|
|||
Writing
Portfolios
|
Allison,
ReplyDeleteYou included some great assessment strategies in this post. I like that you are choosing to vary assessment type (quiz vs. performance) to cater to the different kinds of learners in your classroom. As teachers, we need to constantly differentiate our instruction and assessment to broaden learning and make sure that we are reaching all of our students.
I also really like that you included this "Assessment Ideas" sheet. I have class with Mrs. Stinger-Barnes starting on Monday, so hopefully she will share this chart with my class as well! I can definitely see myself referring to this chart in the future when attempting assess my students' learning. I know this sounds cliche, but I feel that some of these assessment strategies would really "make learning fun."
Thanks for sharing!
This is a great chart! Thanks for sharing.
ReplyDeleteI like your emphasis on performance OR quiz - I think it's good to be flexible in terms of our assessment, and sometimes a performance is better than a quiz at demonstrating what is known and what isn't.