Classroom Assessment Methods
Teaching is about content delivery, but it's also about measuring and understanding what students learn. In this sense, assessment methods can be seen as magnifying glasses offering a clearer view into the effectiveness of teaching and the depth of student understanding.
Teaching is about content delivery, but it's also about measuring and understanding what students learn. In this sense, assessment methods can be seen as magnifying glasses offering a clearer view into the effectiveness of teaching and the depth of student understanding.
Assessment methods such as standardized tests and written exams, have long been the backbone of educational evaluation. Their greatest strength lies in their ability to provide clear, quantifiable results. These methods are designed to compare student performance across a broad spectrum, offering a sense of stability and reliability for educators, policymakers, and parents. Despite their challenges, they offer a level of standardization that is difficult to achieve with alternative approaches. Perhaps the key to creating a balanced assessment framework lies in understanding their role and complementing them with other methods.
Classroom assessment, as a form of formative assessment, is integrated into the daily activities of a classroom and is designed to inform teachers and students about current levels of understanding and skill development. Unlike summative assessments (such as written exams), which evaluate student learning at the end of an instructional period, formative assessments occur continuously and are used to make immediate adjustments to teaching strategies and learning activities. The primary goal of classroom assessment as a formative tool is to enhance learning by providing timely and specific feedback so teachers can address misconceptions and tailor instruction to help students meet learning objectives. For students, formative assessments offer insights into their progress and help them understand their learning goals. Classroom Assessment Techniques can be generally divided into three broad categories:
- Techniques for assessing course-related knowledge and skills
- Techniques for assessing learner attitudes, values, and self-awareness
- Techniques for assessing learner reactions to instruction
Techniques for Assessing Course-Related Knowledge and Skills
These techniques focus on evaluating how well students have understood the material and developed relevant skills. They are designed to provide immediate feedback on student learning and comprehension.
| Technique | Description | Perks | When Best to Use |
|---|---|---|---|
| Minute Paper | Students answer questions like “What was the most important thing you learned today?” | Quick to administer; provides immediate insights into student understanding. | At the end of a lesson or topic to gauge comprehension and retention. |
| Muddiest Point | Students identify the topic or concept they found most confusing. | Pinpoints areas of confusion; easy to implement. | After introducing complex or abstract topics. |
| Concept Maps | Students create a diagram of relationships among concepts. | Encourages critical thinking and organization of knowledge. | When teaching interconnected topics or concepts. |
| Pro-Con Grid | Students list advantages and disadvantages of a concept or process. | Promotes critical thinking and analysis. | For exploring controversial topics or complex decisions. |
| One-Minute Quiz | A short, focused quiz on key concepts from the lesson. | Quickly tests understanding; reinforces learning. | At the end of a class or before moving to new material. |
Techniques for Assessing Learner Attitudes, Values, and Self-Awareness
This category of techniques examines how students perceive their learning process, their values related to the subject, and their self-awareness as learners. They help create deeper engagement with the material.
| Technique | Description | Perks | When Best to Use |
|---|---|---|---|
| Self-Assessment of Learning Gains | Students reflect on what they’ve learned and where they need improvement. | Promotes self-awareness and responsibility. | Periodically throughout the course or at the end of a major unit. |
| Learning Journals | Students regularly write about their learning experiences and personal challenges. | Encourages deep reflection and metacognition. | In courses emphasizing personal growth, skill development, or complex learning. |
| Focused Autobiographical Sketches | Students write about prior experiences with a topic to explore attitudes and learning habits. | Helps understand students’ backgrounds and values. | At the start of a course to understand student perspectives and readiness. |
| Attitude Surveys | Students complete surveys about their opinions, attitudes, or beliefs related to the course. | Quantifies attitudes and perceptions. | To assess motivation or interest in specific topics or activities. |
| Goal Ranking and Matching | Students rank their learning goals and evaluate alignment with the course objectives. | Helps align teaching with student priorities. | Early in the course to tailor instruction or adjust expectations. |
Techniques for Assessing Learner Reactions to Instruction
Last but not least are techniques for assessing reactions to the teaching session. These techniques evaluate how students respond to teaching methods, materials, and overall instructional design. These insights help educators improve how content is delivered and align it with student needs.
| Technique | Description | Perks | When Best to Use |
|---|---|---|---|
| Exit Tickets | Students answer a specific question or provide feedback on a slip of paper or online before leaving class. | Provides quick feedback on the day’s lesson. | At the end of class to assess understanding or gather feedback on instruction. |
| Classroom Polls | Quick polls to gather real-time feedback on instructional methods or topics. | Engages students; provides immediate insights. | During class to gauge reactions to specific activities or content. |
| One-Sentence Summary | Students summarize the lecture or discussion in one concise sentence. | Reveals key takeaways and comprehension. | After a lecture or discussion to assess key takeaways. |
| Chain Notes | A question is passed around the class, and each student adds a short comment. | Captures diverse perspectives; easy to implement. | When seeking varied student feedback on a specific question or topic. |
| Plus-Delta Feedback | Students list what they liked ("plus") and what could be improved ("delta"). | Encourages constructive feedback. | After a major class session, assignment, or project. |
Adiutor
Adiutor means "helper" - we do just that, by taking a load of your school administration and helping you focus on what matters most: the kids.
References
Angelo, T.A., & Cross, K.P. (1993). Classroom assessment techniques: A handbook for college teachers. San Francisco: Jossey-Bass
Brookhart, S. M. (2013). How to create and use rubrics for formative assessment and grading. ASCD.
Brown, G. T. L., & Harris, L. R. (2014). The future of self-assessment in classroom practice: Reframing self-assessment as a core competency. Frontline Learning Research, 2(1), 22-30. https://doi.org/10.14786/flr.v2i1.24
Pellegrino, J. W., & Hilton, M. L. (Eds.). (2012). Education for life and work: Developing transferable knowledge and skills in the 21st century. National Academies Press.
Wiggins, G. (1998). Educative assessment: Designing assessments to inform and improve student performance. Jossey-Bass.
Stiggins, R. J. (2005). From formative assessment to assessment for learning: A path to success in standards-based schools. Phi Delta Kappan, 87(4), 324-328.