Assessing your Assessment Types
What I have come to doubt is if I really understood why.
Having stepped away from the classroom, I can see now just how much was expected of me and how much I really hadn’t carefully considered each aspect of my role. For example, I chose the assessment types, I chose how and when to give it to my classes, I marked it in a way I felt comfortable (get each exam paper open on the same page and mark a question at a time, if you were wondering!) but what I didn’t ever do was fully understand why this type of assessment and why now.
Here is a bit of a breakdown of the two:
- Commonly used examples include ‘Think, pair, share’, exit tickets and RAG rating systems.
- Used throughout the learning process with regular check ins, marking and questioning.
- It provides both you and the pupils (and SLT) with continual feedback and allows fairly accurate progress monitoring.
- Can be more informal and dialogue based as opposed to specific data-driven grades or anxiety-ridden end of term assessments.
Some ideas for formative assessment include:
- Practice quizzes
- Individual exam questions
- In-class writing exercises
- Various kinds of group work in the class
- Unlike formative assessment, it’s used at the end of the learning process (End of Unit, End of term, end of year for example.) It’s a summary of their learning journey so far.
- More formal marks and grades are involved in summative assessments as these are the assessments which allow schools to compare the pupil to the national/school or locality’s benchmark or standard for data purposes.
- Multiple choice question papers
- Exam papers
- Final projects such as a collaborative, written presentation or computer based project
- Final exam.
Peer assessment and Self assessment
- These are useful to plan into every single lesson plan - not only does it mean you are freed up to address any pupils one to one or work with specific groups of pupils, it also means that pupils are required to really be reflective. (I have always been shocked by how much pupils love to play the role of ‘teacher’ and get their hands on their peers’ work!)
- I would recommend a carousel activity where more than one pupil proofs the work or another. In this scenario, a pen is left on the book or worksheet and (depending on the energy levels and behaviour of pupils) they can either be told which book to go to or you can do ‘musical chairs’ and get pupils to move around the room and then mark the work closest to them. This avoids the usual act of picking their friends and more importantly means that pupils will get more variety on the type and quality of response on their work.
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All opinions are those of the author and not necessarily OneStep CPD.