There are many ways to assess learning — formally, informally, written, orally, non-verbally and so forth. Teachers collect data continuously for a variety of purposes. The true purpose of assessment is to gain information to guide instruction. Systematically collecting appropriate data and using it to guide instruction and learning can help students expand their knowledge and cognition. Taking a more structured view of assessment can make the process as productive as it is rewarding. Virginia Commonwealth University education professor James H. McMillan believes assessment and instruction go hand in hand. “When assessment is integrated with instruction, it informs teachers about what activities and assignments will be most useful, what level of teaching is most appropriate, and how summative assessments provide diagnostic information” (2000). The Intel website contains a lot of information on assessing projects. One article on the website discusses the work of Paul Black, a professor of science education at King’s College London. Black noted that effectively integrating a variety of assessment types into everyday classroom activities “can, in fact, produce profound changes in the role of students as learners and in the role of teachers in developing students' capacity to learn” (Intel, Successful Assessment).
Black and his colleagues spent two years working with teachers in two British secondary schools, assisting as the teachers began including formative assessments on a regular basis. At the end of the project, the researchers asked themselves “whether it is possible to introduce formative assessment without some radical change in classroom pedagogy because, of its nature, this type of assessment is an essential component of classroom learning” (Intel, Successful Assessment).
These researchers found that formative assessment supported a student-centered classroom culture. They found that as formative assessments were included on a regular basis, it proved beneficial because students received regular, useful information about how their learning was progressing and they became actively involved in activities that helped them transform knowledge and skills into personally meaningful learning.
Gauge Student Prior Knowledge and Readiness Students bring a wide variety of experiences, abilities and interests to any new topic. A thorough understanding of the students’ background knowledge and general understanding of the topic helps teachers design instruction to address misconceptions and to take advantage of relevant experiences.
Encourage Self-Direction and Collaboration The ultimate goal of education is to produce students who can learn on their own. This is especially critical in the 21st century, a time of rapid technological change when skills must be constantly learned and re-learned. Self-directed learners are efficient at planning and following through without prompting. They know how to identify and use a wide variety of resources and tools. They take appropriate risks and learn from their mistakes.
The literature shows that classrooms promoting self-directed learning develop students who are curious and willing to try new things (Garrison, 1997), view problems as challenges, desire change and enjoy learning (Taylor, 1995). Bob Taylor also found students in these environments to be motivated and persistent, independent, self-disciplined, self-confident and goal-oriented. All of these characteristics support the 21st-century skills that students must acquire to be successful in their future endeavors.
Examples from Intel: project plans, self-assessment and reflection, peer feedback, observation of groups
Provide Diagnostic Feedback to Teacher and Student Assessment can provide information about more than a students’ knowledge or performance at the end of a unit.
When students receive frequent information about their progress, however, they focus more on learning. They know exactly how they will be assessed since the assessments reflect authentic work in the discipline. As they move through the subject matter of the unit, they receive information about how they are doing, what goals they are meeting, and what they can do to improve. When the time comes at the end of the unit for them to show what they can do, they have had multiple opportunities to build their understanding and skill, and they are not surprised by the outcome (Intel, Assessment Throughout the Learning Cycle).
Monitor Progress Teachers monitor the progress of their students by collecting information about learning processes and concepts while students are working on projects. By providing feedback based on this information, teachers can address misconceptions and other learning problems appropriately.
When data collected from assessments that monitor student progress is tied to timely, specific feedback, students can take more control over their learning by addressing specific areas of weakness and affirming areas of understanding and strength. Research shows that when feedback is specific, focusing on features of the task and on the ways that students can improve, all students benefit, but struggling learners benefit the most (Black & Wiliam, 1998).
Examples from Intel: informal observations and anecdotal notes, learning logs, progress checklists, progress reports, projects meeting and conferences
Check for Understanding and Encourage Metacognition Metacognition, or “thinking about thinking,” refers to the mental processes that control and regulate how people think. Metacognition is especially important in project work because students must make decisions about what strategies to use and how to use them. Marzano’s (1998) research of 4,000 different instructional interventions found that those that were most effective in improving student learning were those that focused on how students think about their thinking processes and on how students feel about themselves as learners.
Examples from Intel: written journals, video and photo journals, structured interviews and observations, informal questioning, and written and oral tests and quizzes
Demonstrate Understanding and Skill Use these strategies to assess student understanding and skill at the end of a project:
Products and performances
Portfolios and student-led conferences
Products are things that students create; these are often referred to as artifacts. Performances are things that students do. Portfolios involve the purposeful collection of products and performances over time that exhibit the student's efforts, progress and achievements, while student-led conferences are the means by which students share portfolios, samples of their work and discuss their interests, learning and goals.
Examples from Intel: products, performances, portfolios, student-led conferences References
Black, P., Harrison, C., Lee, C., Marshall, B., & William, D. (2003). Assessment for Learning: Putting it into Practice. New York: Open University Press (McGraw-Hill International).
McMillan, J. H. (2000). Fundamental Assessment Principles for Teachers and School Administrators. Practical Assessment, Research & Evaluation, 7(8). http://PAREonline.net/getvn.asp?v=7&n=8
Taylor, B. (1995). Self-Directed Learning: Revisiting an Idea Most Appropriate for Middle School Students. Retrieved from ERIC database. (ED395287).