As an educator, I create assessments to evaluate my students' understanding of the material. Throughout the design process, I think about the lessons and the activities that have helped students to comprehend the main ideas to demonstrate their knowledge of the content. Reflecting on my tests, I have constantly improved these assessments and continue to find more ways to enhance them for the future.
What's my best assessment?
Looking at all of the tests I have created, my Feudalism Assessment is my best example of evaluating my student's understanding of the learning objectives. This test consists of multiple-choice questions, a chart, and a written response section. The variety of questions allows for critical thinking and improvement in writing skills.
When designing this summative, my focus was to take this assessment that generally would be completed on paper and be able to create this into a digital assessment. My school is transitioning to using Performance Matters by PowerSchool for our testing platform. Technology enhances learning and brings technology to help with accessibility, efficiency, and more (Selwyn, 2011). By transforming this test into an electronic assessment, I can improve my students' technology skills and push myself as a teacher to enhance the testing experiences.
Reflecting on this test, it is one of my more robust assessments because of the overall rigor of the questions and the design. The multiple-choice questions demonstrate my push for opportunities for critical thinking rather than memorization. They allow the students to think about the material rather than just facts and ideas (Shepard, 2000). With the design of the assessment, I wanted to include multiple formats to have my students show their learning in different ways.
So, what does this look like digitally?
When students enter the test, they can see the questions on the screen in a PDF format and the answer choices. As they take the assessment, they can answer the questions. For the chart portion of the test, students can take the choices and place them in the correct spots on the diagram. Students complete formative activities throughout the unit that practice this for the test. It is a fun option for students to have during a high-stakes assessment. For the final part of the test, students must type out their responses to the essay question.
Why would this be my best assessment?
For this unit, I designed everything from scratch. From the lessons to the test, I carefully crafted activities aligned with the standards and helped students learn meaningfully. It is a straightforward way to showcase students understanding and see any possible misconceptions about the material. It drives me to rethink how we look at assessments and their design.
So, what aspirations do I have for my assessments?
In the future, I plan to keep working to create rigorous assessments to improve my tests continuously. If assessments are a way to check for understanding, I should keep making them better for my students and push myself as a teacher.
References
Selwyn, N. (2011). Education and technology: Key issues and debates. Continuum International Publishing.
Shepard, L. A. (2000). The role of assessment in a learning culture. Educational Researcher, 29(7), 11.
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| Feudalism Chart. This would be digital for students to fill in. |
Looking at all of the tests I have created, my Feudalism Assessment is my best example of evaluating my student's understanding of the learning objectives. This test consists of multiple-choice questions, a chart, and a written response section. The variety of questions allows for critical thinking and improvement in writing skills.
When designing this summative, my focus was to take this assessment that generally would be completed on paper and be able to create this into a digital assessment. My school is transitioning to using Performance Matters by PowerSchool for our testing platform. Technology enhances learning and brings technology to help with accessibility, efficiency, and more (Selwyn, 2011). By transforming this test into an electronic assessment, I can improve my students' technology skills and push myself as a teacher to enhance the testing experiences.
Reflecting on this test, it is one of my more robust assessments because of the overall rigor of the questions and the design. The multiple-choice questions demonstrate my push for opportunities for critical thinking rather than memorization. They allow the students to think about the material rather than just facts and ideas (Shepard, 2000). With the design of the assessment, I wanted to include multiple formats to have my students show their learning in different ways.
So, what does this look like digitally?
When students enter the test, they can see the questions on the screen in a PDF format and the answer choices. As they take the assessment, they can answer the questions. For the chart portion of the test, students can take the choices and place them in the correct spots on the diagram. Students complete formative activities throughout the unit that practice this for the test. It is a fun option for students to have during a high-stakes assessment. For the final part of the test, students must type out their responses to the essay question.
Why would this be my best assessment?
For this unit, I designed everything from scratch. From the lessons to the test, I carefully crafted activities aligned with the standards and helped students learn meaningfully. It is a straightforward way to showcase students understanding and see any possible misconceptions about the material. It drives me to rethink how we look at assessments and their design.
So, what aspirations do I have for my assessments?
In the future, I plan to keep working to create rigorous assessments to improve my tests continuously. If assessments are a way to check for understanding, I should keep making them better for my students and push myself as a teacher.
References
Selwyn, N. (2011). Education and technology: Key issues and debates. Continuum International Publishing.
Shepard, L. A. (2000). The role of assessment in a learning culture. Educational Researcher, 29(7), 11.
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