4. "...the teacher assesses student understanding frequently, provides feedback to students and uses assessment to plan instruction..." (Nolan & Hoover, p. 91, 2010)
Assessment In its Many Forms
Assessment is interpreted many ways. Sometimes it can be a more formal type, attempting to measure how specific standards have been met. For example, in my U.S. History I class, we recently covered the Utah's U.S History I standard 6.3: "Students will identify the economic and geographic impact of the early Industrial Revolution’s new inventions and transportation methods..." ("Utah State Board of Education", p. 15, 2016). In my class (to meet this standard) we discussed how, in the late 1700s and the early 1800s, many technological changes came to America, such as Samuel Slater's & Francis Lowell's textile mills, Eli Whitney's cotton gin and his idea of interchangeable parts, steam engines, and Robert Fulton's use of them for steamboats (and later railroads), canals, road development, etc. Thus, an essay question on a recent chapter quiz of mine effectively gauges whether students understand this standard:
Less formal types of assessment include formative assessment, which occurs actively as students are learning. In this case, as my students formulated their knowledge about this important chapter in American history, I required that they pick one of the new innovations we were discussing, and create a product ad to show they understood its impact and how it was changing people's lives at the time. Here's one example of that: Train Ad.
Multiple Intelligences
However, I offered a few ways the students could accomplish this task, to show me their learning, as shown here: Investment Assignment. They could create an ad, but they might also consider a persuasive letter to potential investors, and use that to not only immerse themselves in the learning, but also show me they do understand the important impact these innovations were having. I often offer a few ways students can accomplish such a task and help me to assess their learning, because I believe that students learn in a multitude of ways, and thus I believe that the well-known Howard Gardner and his theory of Multiple Intelligences to be sound. Gardner has argued for decades that students and people have many different ways of learning and intelligence, as shown in this graphic below (Cherry, 2019).
Assessment is interpreted many ways. Sometimes it can be a more formal type, attempting to measure how specific standards have been met. For example, in my U.S. History I class, we recently covered the Utah's U.S History I standard 6.3: "Students will identify the economic and geographic impact of the early Industrial Revolution’s new inventions and transportation methods..." ("Utah State Board of Education", p. 15, 2016). In my class (to meet this standard) we discussed how, in the late 1700s and the early 1800s, many technological changes came to America, such as Samuel Slater's & Francis Lowell's textile mills, Eli Whitney's cotton gin and his idea of interchangeable parts, steam engines, and Robert Fulton's use of them for steamboats (and later railroads), canals, road development, etc. Thus, an essay question on a recent chapter quiz of mine effectively gauges whether students understand this standard:
- "Pick one of the recently discussed innovators from the late 1700s / early 1800s...Next, describe the impact that they and / or their ideas / innovations had on the country."
Less formal types of assessment include formative assessment, which occurs actively as students are learning. In this case, as my students formulated their knowledge about this important chapter in American history, I required that they pick one of the new innovations we were discussing, and create a product ad to show they understood its impact and how it was changing people's lives at the time. Here's one example of that: Train Ad.
Multiple Intelligences
However, I offered a few ways the students could accomplish this task, to show me their learning, as shown here: Investment Assignment. They could create an ad, but they might also consider a persuasive letter to potential investors, and use that to not only immerse themselves in the learning, but also show me they do understand the important impact these innovations were having. I often offer a few ways students can accomplish such a task and help me to assess their learning, because I believe that students learn in a multitude of ways, and thus I believe that the well-known Howard Gardner and his theory of Multiple Intelligences to be sound. Gardner has argued for decades that students and people have many different ways of learning and intelligence, as shown in this graphic below (Cherry, 2019).
Thus, having a wide method of assignments that cater more to various different intelligences is one way that I as a teacher can better differentiate my instruction and classroom learning to better help my students in their learning process. For example, I've had students analyze political cartoons as one way to student history. After analyzing several different ones, they can then create their own, which is a fairly higher-order thinking skill of synthesis, but they usually perform surprisingly well for middle-schoolers! Below are a few examples of some of their work, which in this case were in response to this assignment: Political Cartoon Creation.
As you can see, these cartoons show a remarkable sophisticated knowledge base for 8th graders. This assignment would also require the efforts of multiple intellegences, but certainly we can see examples here of visual-spatial (especially the artwork); logical-mathematical (showing the irony / failed logic of many early colonists' thinking; interpersonal (illustrating how others interacted with each other, for better or worse); bodily-kinesthetic (by physically drawing the cartoons); just to name a few.
Feedback: Prompt & Specific
Two last things regarding assessment and feedback: I strive to always provide as prompt and as specific feedback as I possibly can. Thus, I will utilize rubrics to assist in that process, but also be sure to mention specifics regarding their efforts. Secondly, I believe that the more authentic our assessment can be, the less wearisome dreary it will seem, and instead, it can be fun, or even feel like a game! For instance, in my Game Design Class, the students do a number of things in preparation for their final project: a successful, fun game that is presented at our biannual game knight event at the school.
One of these is testing their game, especially beta-testing it (in other words, letting other people play it without any input from them, just the instructions, game contents, etc. This can be quite enlightening as students see the holes and flaws in their games, and it is a truly authentic way for them to self-assess the success / viability of their game in its current form. Not only is it useful to them, but it also shows me whether they understand the importance of the testing concept. This assignment helps them to assess themselves, but it also helps me (especially through their self-reflection) gauge if there are any lacks of understanding they have regarding the concept, and better informs me as to what I may need to discuss again in class, or perhaps specifically with them or a small group, if only a few haven't quite nailed down the concept yet.
Summary
Overall, I believe that assessment is fundamental to teaching. Without it, we'd have no idea if the lessons, curricula, etc. are being useful or not. In reality, I engage in assessment dozens, if not hundreds, of times every day, in small yet meaningful ways. By being a careful and thoughtful practitioner, and using assessment conscientiously and deliberately, I can better improve my own skills, and the skills and knowledge of my students. I strive to do that, and to improve that, every day, and I realize that it is a never-ending process of growth and improvement on my part.
Feedback: Prompt & Specific
Two last things regarding assessment and feedback: I strive to always provide as prompt and as specific feedback as I possibly can. Thus, I will utilize rubrics to assist in that process, but also be sure to mention specifics regarding their efforts. Secondly, I believe that the more authentic our assessment can be, the less wearisome dreary it will seem, and instead, it can be fun, or even feel like a game! For instance, in my Game Design Class, the students do a number of things in preparation for their final project: a successful, fun game that is presented at our biannual game knight event at the school.
One of these is testing their game, especially beta-testing it (in other words, letting other people play it without any input from them, just the instructions, game contents, etc. This can be quite enlightening as students see the holes and flaws in their games, and it is a truly authentic way for them to self-assess the success / viability of their game in its current form. Not only is it useful to them, but it also shows me whether they understand the importance of the testing concept. This assignment helps them to assess themselves, but it also helps me (especially through their self-reflection) gauge if there are any lacks of understanding they have regarding the concept, and better informs me as to what I may need to discuss again in class, or perhaps specifically with them or a small group, if only a few haven't quite nailed down the concept yet.
Summary
Overall, I believe that assessment is fundamental to teaching. Without it, we'd have no idea if the lessons, curricula, etc. are being useful or not. In reality, I engage in assessment dozens, if not hundreds, of times every day, in small yet meaningful ways. By being a careful and thoughtful practitioner, and using assessment conscientiously and deliberately, I can better improve my own skills, and the skills and knowledge of my students. I strive to do that, and to improve that, every day, and I realize that it is a never-ending process of growth and improvement on my part.
Sources
Cherry, K. (2019). How Howard Gardner Developed the Theory of Multiple Intelligences. Retrieved 22 March 2020, from https://www.verywellmind.com/howard-gardner-biography-2795511
Perucci, D. (2018). The Best Practices of Giving Employee Feedback - BambooHR Blog. Retrieved 15 March 2020, from https://www.bamboohr.com/blog/best-practices-employee-feedback/
Nolan, J., & Hoover, L. (2010). Teacher supervision and evaluation - Theory into practice (3rd ed.). Hoboken, NJ: John Wiley & Sons, Inc.
Utah State Board of Education. (2016). Utah Core State Standards for Social Studies (pp. 9-16). Salt Lake City: Utah State Board of Education.
Cherry, K. (2019). How Howard Gardner Developed the Theory of Multiple Intelligences. Retrieved 22 March 2020, from https://www.verywellmind.com/howard-gardner-biography-2795511
Perucci, D. (2018). The Best Practices of Giving Employee Feedback - BambooHR Blog. Retrieved 15 March 2020, from https://www.bamboohr.com/blog/best-practices-employee-feedback/
Nolan, J., & Hoover, L. (2010). Teacher supervision and evaluation - Theory into practice (3rd ed.). Hoboken, NJ: John Wiley & Sons, Inc.
Utah State Board of Education. (2016). Utah Core State Standards for Social Studies (pp. 9-16). Salt Lake City: Utah State Board of Education.