Creating challenging assessments is one way teachers can convey their expectations to their students. In other words, challenging assessments indicate to students that a teacher expects them to be able to critically think about content, not just cram it all in for the test and then forget it. Teachers cannot lower their standards because they are afraid it will be too difficult for students. Instead, they need to make sure they are using appropriate assessments that allow their students to demonstrate success.
Goodwin and Hubbell (2013) give teachers three main things to consider as they create challenging assessments:
Assess deeper concepts and critical thinking - Challenging students to express their understanding by sharing their own ideas, like through an essay, is often times more effective in the long run for retaining the information versus tests where complex multiple-choice questions are the only form of assessment.
Use open-ended response questions to assess critical thinking - Open-ended responses require deeper comprehension and production than multiple-choice tests.
Use multiple-choice questions appropriately - Multiple-choice questions can help a teacher assess base knowledge, which is a necessary component of assessment, but need to be well-written in order to assess critical thinking.
In the end, teachers shouldn't eliminate the use of multiple-choice questions in their assessments, but need to make sure that the questions are having students use the different critical thinking skills in order to be effective.
I have used exit tickets to check to see if they are understanding, for example, the main purpose of a document. I have also used programs such as Kahoot and Quizzizz to see if students are getting these ideas. Kahoot is easier to do in class but Quizzizz can be done in class or assigned as “Homework”. It allows you to collect an analysis of which questions (and therefore concepts) students need help with.
In regards to student self-awareness, I focus greatly on rubrics and having students analyze the feedback I have provided. I also teach them the expectations of an essay that would receive 6/6 points, 4/6 points, 2/6 points, etc. This allows them to see how they will be graded while also providing models of exemplary writing. Even when students receive a 0 on an essay, they still receive the equivalent of a D for that essay and are given the opportunity to conference with me and then re-write to earn a higher score. This reflection allows them to focus on growth, rather than grades (Goodwin, 2013).
Goodwin and Hubbell (2013) give teachers three main things to consider as they create challenging assessments:
- Assess deeper concepts and critical thinking.
- Use open-ended response questions to assess critical thinking.
- Use multiple-choice questions appropriately.
Assess deeper concepts and critical thinking - Challenging students to express their understanding by sharing their own ideas, like through an essay, is often times more effective in the long run for retaining the information versus tests where complex multiple-choice questions are the only form of assessment.
Use open-ended response questions to assess critical thinking - Open-ended responses require deeper comprehension and production than multiple-choice tests.
Use multiple-choice questions appropriately - Multiple-choice questions can help a teacher assess base knowledge, which is a necessary component of assessment, but need to be well-written in order to assess critical thinking.
In the end, teachers shouldn't eliminate the use of multiple-choice questions in their assessments, but need to make sure that the questions are having students use the different critical thinking skills in order to be effective.
I have used exit tickets to check to see if they are understanding, for example, the main purpose of a document. I have also used programs such as Kahoot and Quizzizz to see if students are getting these ideas. Kahoot is easier to do in class but Quizzizz can be done in class or assigned as “Homework”. It allows you to collect an analysis of which questions (and therefore concepts) students need help with.
In regards to student self-awareness, I focus greatly on rubrics and having students analyze the feedback I have provided. I also teach them the expectations of an essay that would receive 6/6 points, 4/6 points, 2/6 points, etc. This allows them to see how they will be graded while also providing models of exemplary writing. Even when students receive a 0 on an essay, they still receive the equivalent of a D for that essay and are given the opportunity to conference with me and then re-write to earn a higher score. This reflection allows them to focus on growth, rather than grades (Goodwin, 2013).