Making Assessments Useful
The emphasis on assessment as a measure of accountability has diverted our attention from its most important purpose. Classroom assessments should be guiding tools for improving instruction and student learning. Quality assessments can serve as meaningful sources of information for teachers. The data we gather provides us with evidence for our next steps in helping our students grow. Ideally, assessments should drive quality planning, direct corrective instruction, and inspire ways to enhance learning.
We do need to be accountable, but we do that by making assessments useful. So, how do we do that?
Tally the Wells and Wishes – The best classroom assessments help us to identify what we have taught well and focus on where we wish to improve. Sophisticated statistics are not the only things that can tell us what our students understand. Making a simple tally of areas where students have been successful versus the areas where large numbers of students lack understanding can tell us where our teaching was less than effective. These red flags are signals to rethink and re-teach.
Use the Info to Guide Re-teaching – When we find an area where understanding was lacking, we need to re-teach. This does not mean to simply do the same thing more slowly or more loudly. This means we use the assessment data to find new ways to deliver information. Was it the language that caused students to stumble or was it the concept? Is there another way to go about delivering this material to make it more meaningful? Follow assessments with instructional alternatives that will engage students in more developmentally appropriate learning.
Teach On! – Assessments do not mark the end of teaching and learning. If we are using these tools effectively, they should inspire our next teaching points. The evidence we receive must be followed by high quality instruction. We cannot charge ahead due to benchmarks and timelines, but need to continue to enhance and strengthen foundational skills on which students need to build.
Engage Students in Dialogue – Engaging students in a dialogue about their assessments is a vital step towards empowerment – helping them to take ownership of their learning. Talk to students about assessment outcomes and what their next steps should be. Research shows that intelligence is malleable and our students need to know they can continue to grow.
Give Second Chances for Success – Assessment cannot be a one shot deal. Students develop their “learning to learn skills” as they learn from their mistakes. When asked about his work, Thomas Edison was quoted as saying, “I have not failed. I have just found 10,000 ways that won’t work.” His perseverance paid off and so will our students’.
Follow Up with Performance – After re-teaching a concept, follow up with a performance based activity for a quick check for growing understanding. Students’ processing, creativity, and critical thinking can be evaluated here.
Assessment is a natural part of the teaching and learning cycle. Research shows that both teachers and students feel it is meaningful when it supports learning. The data we collect needs to be a “springboard” for learning, not a final “scoreboard.”
“An education isn’t how much you have committed to memory, or even how much you know. It’s being able to differentiate between what you know and what you don’t” – Anatole France