Student Assessment

As a "seasoned" teacher, I have had to really step out of my comfort zone of pencil and paper assessments.  I remember thinking that tests had to be at least 25 questions with a variety of type:  multiple choice, matching, true/false, short answer...the list goes on.  However, in recent years I have come to accept that tests do not have a certain look or formula.  In fact, with those types of assessments, students seem to learn the material only for the test and then forget.  But when we provide a variety to types of assessments and allow students to even chose, their learning is retained. 

This module has helped me think about student-centered assessment in the following ways:  

1.  I found article on Know Students Better: A Visual Guide to Student Assessment very valuable.  "When teachers know their students well, they can build strong connections that lead to better learning. Knowing students’ interests, strengths, and weaknesses help teachers tailor learning experiences for their students. Formative assessment involves the teacher collecting information about what students know, don’t know, and want to learn. This information takes many forms, including observations, exit tickets, discussions, games, and quizzes. These kinds of informal assessments can also help teachers get to know their students as learners and as people."  
This first paragraph in the article hit home and really made me assess the  how I "test"  my learners.  Observations in small groups is something I never thought about in assessing my learners.  However, I can see mastery in a certain standard by observing my students, listening to them explain/reason, and giving them an opportunity to present the material in their "own" way. 
2.  Using digital games and quizzes is another tool that can be used to assess in an informal or formal way.  Learners use technology and digital tools on a daily basis now, and allowing them to use forms of assessment on their devices meets their needs more than pencil and paper.  I have recently discovered Quizizz.com.  I am able to create quizzes and use already made quizzes to assess knowledge of a certain skill.  The results are then sent to me in Google Classroom and I can see what learners have mastered the standard or those that still need assistance.  I can base my small group teaching off of these results.  
3. Because Project Based Learning is a big part of Pike Road Schools, I do all allow my learners to present information in a variety of ways following a rubric.  Sometimes this is hard for me to allow and the room seems to be in chaos, but I find my learners value owning their learning and really put for effort in getting the task done. 
4.  RUBRICS - I often use them to grade the assessment, but have learned that the students need the rubric before the completion of the assessment.  Learners must know what is expected of them and be able to follow the instructions.   Even in a learner centered project where they are allowed to create on their own, they must know what the guidelines are to be able to understand how to complete the assignment. Student friendly language is essential. 
5.  Assessment does not mean testing.  I have to remember that.  I want to make my assessments more intentional and base them off my students passions and learning styles; not what is easy for me.  
6.  I also want to give my students more feedback and not just a grade.  Allowing them to reflect on their work and provide glows and grows for areas of improvement.  Conferencing with students and creating data journals/notebooks is a goal of mine this year.