Assess with Finesse

Formative & Summative Assessments

Formative assessments are typically short evaluations to measure students’ retention of information being taught. “The goal of a formative assessment is to monitor progress toward a goal or objective, providing information in an expedient manner which allows both teachers and students to respond to the academic needs of the students,” (Derrell, 2015). Students should not feel anxiety or stress due to formative assessments as the results are not typically recorded as a grade (Derrell, 2015). These assessments do not have to be completed with a pencil and a piece of paper (Derrell, 2015). In an elementary classroom, formative assessments are typically seen as short quizzes, student-teacher conferences, educational games, or other simple concepts to evaluate student progress (Derrell, 2015).

While formative assessments are administered throughout a lesson and unit, summative assessments are administered at the end (Derrell, 2015). “Unlike formative assessments, which may occur several times during a course or unit, summative assessments occur only a few times over the course of the academic year,” (Derrell, 2015). Summative assessments are focused on students’ mastery of the course content (Derrell, 2015). The grades from summative assessments are recorded and contribute to students’ final grades (Derrell, 2015). Formative assessments are typically more focused on a small amount of information while summative assessments cover a large variety of information (Derrell, 2015). Because summative assessments are recorded for a grade and contain a large quantity of information, students tend to feel stress and anxiety concerning their performance (Derrell, 2015). In an elementary classroom, summative assessments are typically seen as chapter tests, benchmark assessments (STAR assessments), and state exams to evaluate student progress (Derrell, 2015).

Be More Specific

There are numerous specific and practical methods of communication that can be used to assess early childhood students. I believe Guided Design Discussions is a terrific way for early childhood educators to evaluate their students while allowing them to share their personal opinions and ideas. Guided Design Discussions involve students “working to solve open-ended problems which require outside class work to gather information,” (University of Illinois, n.d). I would use this method in an upper elementary digital school setting. Students in small groups would have to work together after the weekly synchronous lecture. Students would work and communicate in a setting that provides the teacher access. The teacher can assess students based on their conversations and then comment to help direct their conversations. This format of discussion “encourages learners to think logically, communicate ideas, and apply steps in a decision-making process. Learners must apply what they have learned, exchange ideas, and reflect on suggested solutions,” (University of Illinois, n.d).

Another excellent method for communication and assessment is mentorship. Mentorship involves students interacting with a mentor to “introduce students to the world, interpret it for them, and help them learn how to function in it,” (University of Illinois, n.d). Mentors can also assist in “modeling expected behaviors,” as well as “supporting, challenging, and providing vision for students,” (University of Illinois, n.d). I would use this method in an upper elementary digital school setting. Students would interact with their mentor on a weekly basis. They may communicate through journals, letters, or through a secure school approved messaging service. The teacher would have access to all of the above and could assess students based on their conversations. The teacher would have the freedom to comment and contribute to the conversation between the student and their mentor at any time. Not only would this mentorship program help students find a role model and supply a constant flow of trustworthy advice, but it would also support the students’ development and help them navigate life and difficulties (University of Illinois, n.d).

Games are also easy and effective methods of assessment and communication in early childhood classrooms.  (University of Illinois, n.d). Children love games. There are many ways to play games even if students are participating through a digital academy. I love the concept of online students playing games on teams. The teacher could create a game that mimics Jeopardy! and students would be divided into teams and placed into discussion chat boxes. The students would have to collaboratively work in order to succeed. The teacher would have access to the chat boxes allowing for evaluation and contributions (University of Illinois, n.d). Games help students learn about time management, teamwork, and how to properly communicate with peers while having fun. As a teacher candidate, I want my future students to enjoy what they learn and cannot think of a better situation for this to take place. 

Step Inside My Classroom

When I picture my future classroom and imagine scenarios I will encounter, I tend to get excited about every aspect of classroom life—even assessments! Although students typically dread assessments, I think modern technology has the potential to make learning and assessments much more enjoyable. For example, if I was teaching a first-grade unit on measurement in a digital setting, I could utilize PollEverywhere, Wizer.me, Quizalize, and Triventy to help assess students! In a first-grade math unit about measurement, my students would learn how to measure time, distance, and weight. My lessons would involve telling time, learning how to use a ruler, weighing objects, and learning about the value of money. I would formatively assess my students before beginning my lessons and halfway through my lessons.

I would begin my class with a formative assessment through PollEverywhere. I would set up a brief and simple poll to assess what information students already know before beginning instruction. I would use Triventy when conducting formative assessments during my lessons. I would open a Triventy quiz after each section of my lesson and allow students to post questions. I would begin the Triventy quiz by posting expected questions. I would save the quiz and either immediately address the questions before proceeding with the lesson, address them at the end of the lesson, create and post a document or video that answers the questions, or address the questions at the beginning of the next synchronous class.

I would use Wizer.me and Quizalize to conduct summative assessments. Wizer.me is a digital, interactive, online worksheet site. My students would complete the assessment and would definitely enjoy it more than writing answers on a piece of paper. The Wizer.me worksheets have more features, are more exciting, and should not generate stress like written assessments typically create. I would also use Quizalize to conduct summative assessments. Quizalize is a fun game-like quiz site (comparable to Kahoot) where students answer questions created by the teacher. In my opinion, Quizalize is better than sites like Kahoot, because it records students’ answers and sends the teacher feedback. In addition to the feedback, Quizalize also makes recommendations on which students are on target, excelling, and struggling. These recommendations help the teacher make educated decisions as he/she moves forward in the curriculum.

References

Derrell, T. (2015). Formative vs. summative assessment: What’s the difference? Retrieved from https://www.aiuniv.edu/blog/2015/june/formative-vs-summative

University of Illinois (n.d). Instructional strategies for online courses. Retrieved from http://www.ion.uillinois.edu/resources/tutorials/pedagogy/instructionalstrategies.asp