Types of Classroom Assessment

Making assessment an integral part of daily mathematics instruction is a challenge.

It requires planning specific ways to use assignments and discussions to discover
what students do and do not understand. It also requires teachers to be prepared
to deal with students' responses. Merely spotting when students are incorrect is
relatively easy compared with understanding the reasons behind their errors. The
latter demands careful attention and a deep knowledge of the mathematics
concepts and principles that students are learning… The insights we gain by making
assessment a regular part of instruction enable us to meet the needs of the
students who are eager for more challenges and to provide intervention for those
who are struggling.
Burns 2005, p. 31

Assessment is integral to the teaching–learning process, facilitating student

learning and improving instruction, and can take a variety of forms. Classroom
assessment is generally divided into three types: assessment for learning,
assessment of learning and assessment as learning.

Assessment for Learning (Formative Assessment)

The philosophy behind assessment for learning is that assessment and teaching
should be integrated into a whole. The power of such an assessment doesn't come
from intricate technology or from using a specific assessment instrument. It comes
from recognizing how much learning is taking place in the common tasks of the
school day – and how much insight into student learning teachers can mine from
this material.
McNamee and Chen 2005, p. 76

Assessment for learning is ongoing assessment that allows teachers to monitor

students on a day-to-day basis and modify their teaching based on what the
students need to be successful. This assessment provides students with the timely,
specific feedback that they need to make adjustments to their learning.

After teaching a lesson, we need to determine whether the lesson was accessible to
all students while still challenging to the more capable; what the students learned
and still need to know; how we can improve the lesson to make it more effective;
and, if necessary, what other lesson we might offer as a better alternative. This
continual evaluation of instructional choices is at the heart of improving our
teaching practice.
Burns 2005, p. 26

Assessment of Learning (Summative Assessment)

Assessment of learning is the snapshot in time that lets the teacher, students and
their parents know how well each student has completed the learning tasks and
activities. It provides information about student achievement. While it provides
useful reporting information, it often has little effect on learning.

Comparing Assessment for Learning and Assessment of Learning

Assessment for Learning Assessment of Learning

(Formative Assessment)
Checks learning to determine what to do Checks what has been learned to date.
next and then provides suggestions of
what to do—teaching and learning are
indistinguishable from assessment.
Is designed to assist educators and
students in improving learning.
Is used continually by providing
descriptive feedback.
Usually uses detailed, specific and
descriptive feedback—in a formal or
informal report.
Is not reported as part of an
achievement grade.
Usually focuses on improvement,
compared with the student's “previous
best” (self-referenced, making learning
more personal).
Involves the student.
(Summative Assessment)
Is designed for the information of those
not directly involved in daily learning and
teaching (school administration, parents,
school board, Alberta Education, post-
secondary institutions) in addition to
educators and students.
Is presented in a periodic report.
Usually compiles data into a single
number, score or mark as part of a
formal report.
Is reported as part of an achievement
grade.
Usually compares the student's learning
either with other students' learning
(norm-referenced, making learning
highly competitive) or the standard for a
grade level (criterion-referenced, making
learning more collaborative and
individually focused).
Does not always involve the student.

Adapted from Ruth Sutton, unpublished document, 2001, in Alberta Assessment

Consortium, Refocus: Looking at Assessment for Learning (Edmonton, AB: Alberta
Assessment Consortium, 2003), p. 4. Used with permission from Ruth Sutton Ltd.

Assessment as Learning
Assessment as learning develops and supports students' metacognitive skills. This
form of assessment is crucial in helping students become lifelong learners. As
students engage in peer and self-assessment, they learn to make sense of
information, relate it to prior knowledge and use it for new learning. Students
develop a sense of ownership and efficacy when they use teacher, peer and self-
assessment feedback to make adjustments, improvements and changes to what
they understand.
10 INNOVATIVE FORMATIVE
ASSESSMENT EXAMPLES FOR
TEACHERS TO KNOW
Innovative formative assessment examples are part of what defines
any modern classroom. They provide crucial information about what
students understand and what they don’t. These ungraded
assessments are also valuable guides for students. It can help
them enhance their performance. Teachers can use them to
determine if further instruction is necessary.

Using innovative formative assessment strategies consistently and

effectively removes the surprises from getting final grades. When
integrated into teaching and learning on an ongoing basis,
students can constantly improve and excel.

Formative assessment is assessment as learning. In other words, the

feedback is used to improve the learning. One important tip from our
best-selling book Mindful Assessment, is that when a number is
provided, the learning stops:

"... a parent teaching a child to cook would never say, “That was 74
percent.” Instead, the parent would watch, demonstrate, and allow the
child a chance to get better. These acts of mindful nurturing and
guidance are examples of natural learning, and we perform them
instinctively."

With this in mind think of formative assessment is not necessarily

identifying what was done well or correctly. Instead, it places focus on
what opportunities there are to improve.

INNOVATIVE FORMATIVE ASSESSMENT:

10 USEFUL APPROACHES
Formative assessment is assessment for learning
and as learning. This continual cycle of feedback and
 improvement makes learning useful and effective. What follows are 10
innovative formative assessment strategies for teachers to try out.

1. ANALYZING STUDENT WORK

A great deal of information can be learned from students’
homework, tests, and quizzes.This is especially so if the students
are required to explain their thinking. When teachers take the time to
analyze student work, they gain knowledge about:

 A student's current knowledge, attitudes, and skills about subject

matter
 Strengths, weaknesses, and learning styles
 Need for further, or special, assistance

This approach lets teachers modify their instruction to be more

effective in the future.

2. ROUND ROBIN CHARTS

This strategy involves passing charts among groups to assess
understanding. Each group of 4 or 5 students begins with a chart and
some markers. The group records an answer to an open-ended
question. They can also share knowledge they have on a topic
covered in class. Once the students finish with the chart, they pass it
on to the next group. Once every group has worked on every chart,
responses are discussed as a class.

3. STRATEGIC QUESTIONING
Questioning strategies may be used with individuals, small groups, or
the entire class. Effective formative assessment strategies involve
asking students to answer higher-order questionssuch as “why” and
“how.” Higher-order questions require more in-depth thinking
 from the students. They can help the teacher discern the level and
extent of the students’ understanding.

4. 3-WAY SUMMARIES
The idea here is to use different modes of thinking and attention to
detail. Students can work in groups or individually. In response to a
question or topic inquiry, they write three different summaries:

 10–15 words long

 30–50 words long
 75–100 words long

You can even have students use Twitter. Chances are you've got a lot
of students who use it already. They'll have experience
communicating messages with minimal wording and characters.

5. THINK-PAIR-SHARE
This is one of the many formative assessment strategies that is simple
for teachers to use. The instructor asks a question, and students write
down their answers. Students are then placed in pairs to discuss their
responses. Teachers are able to move around the classroom and
listen to various discussions. It lets them gain valuable insight into
levels of understanding.

6. 3–2–1 COUNTDOWN
This is a true test of relevant and meaningful learning. When
students learn something they find useful, they're likely to want
to use that learning in some way. Have students end the day with
this one. Give them cards to write on, or they can respond orally. They
are required to respond to three separate statements:

 3 things you didn't know before

 2 things that surprised you about this topic
 1 thing you want to start doing with what you've learned

You can also ask them different kinds of questions. These are
suggestions, so feel free to make up your own.

7. CLASSROOM POLLS
Polls let students give responses quickly and accurately. A silent poll
is perfect for those "shy" students who have trouble speaking
up. These are also a quick way to check understanding using mobile
technology. Try tools like Poll Everywhere or SurveyPlanet.

8. EXIT/ADMIT TICKETS
A simple but effective formative assessment is the exit ticket. Exit
tickets are small pieces of paper or cards that students deposit
as they leave the classroom. Students write down an accurate
interpretation of the main idea behind the lesson taught that day. Next,
they provide more detail about the topic.

Admit tickets are done at the very beginning of the class. Students
may respond to questions about homework, or on the lesson taught
the day before.

9. ONE-MINUTE PAPERS
One-minute papers are usually done at the end of the day. Students
can work individually or in groups here. They must answer a brief
question in writing. Typical questions posed by teachers center around:

 Main point
 Most surprising concept
 Questions not answered
 Most confusing area of topic
 What question from the topic might appear on the next test

Without formative assessments, the first indication that a student

doesn’t grasp the material is when they fail a quiz or a test. An
innovative formative assessment strategy like this can take failure out
of the classroom.

10. CREATIVE EXTENSION PROJECTS

Students can create a large scope of projects to demonstrate
comprehension. Quick projects help them apply the higher-order
levels of Bloom's Taxonomy. These don't have to be big and
complicated. They can take a day, a half-day, or even an hour. Here
are some extension ideas for quick projects:

 Create a poster or collage illustrating the subject matter

 Record a rehearsed skit or podcast discussing the topics covered
 Build a diorama about the subject and create a narrative behind it
 Let students design their own flashcards to test each other with
 Keynote presentations made by students on the topic
What are the two ways of assessing the effectivity of using the innovative Higher-order thinking skills
method?

The 2 ways in which to assess and measure the success of higher-order thinking skills is by conducting
the following:

a test

and a thorough assessment.

Explanation:

Although a test and an assessment may sound quite generic, it is in the way they are done that is
different, actually very different. Higher-order thinking skill is innovative in its teaching method in the
fact that there is no real format to do it, rather it sets a goal for both the student and the teacher.

The teacher’s goal is to make the students understand the lesson, and not by copying and

memorizing, but more on giving the reason why they need to learn something. The lack of reason
behind doing any task results in boredom. This is why many students seem to hate the higher sciences
and math, all they know is that once they enter the real world, they will only make use of the 4 basic
mathematical operations, not knowing that chemistry, physics, and geometry has something to do with
the designing aspects of engineering, architecture and other innovative high-tech industries. They don’t
know that their favorite automobiles and gadgets look and function beautifully because of those
disciplines. They are unaware that the household chemicals they use such as their shampoo, soap,
bleach dishwashing liquid, and others have been created by using chemistry in a chemical company. By
giving a reason behind the task, it could provide a purpose for the student and may guide them towards
a future goal in terms of career choice which would otherwise be unknown to them.
The role of the teacher and the student:

To make the students understand the reason for doing an activity, the “just do it” motto does not apply
here.

The teacher has to look for ways in order to maintain the student’s interest. The educator can engage
more, liven up the class by using whatever means he or she thinks will work, remember there is no exact
method, there is only the goal.

During the assessment stage (test or performance), the educator would have to let the student present
his or her work thoroughly, the pupil would have to explain what, why, and how he did this or that.

Higher thinking skill can be summed up as “setting the student on fire”, no! not literally but in terms of
their interest in learning and class participation. This innovative approach will hopefully light the path
for them in the future.

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