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25 Assessment For Learning Examples To Use With Your Students Today

Emma johnson.

Assessment for learning examples are the strategies and activities that teachers employ during the learning process to support student learning. In this blog, we’ve listed 25 assessment for learning examples that you can use and adapt in your classroom today.

Assessment for learning , also known as ‘AFL’ or formative assessment , is an established practice and use of assessment in teaching. It involves ongoing assessments that are used to inform and adjust instruction. 

In contrast, assessment of learning or summative assessment is typically administered at the end of a unit of work to evaluate the student’s overall achievement against a predetermined standard.

Good understanding of the assessment process and the types of assessment, alongside effective feedback (both oral and written feedback) are key to ensuring success with both student progress and student achievement and should be ingrained within classroom practice. To help you with this, we have put together a collection of 25 assessment for learning examples for you to try out and adapt for your classroom.

Everything starts with the framework for learning

Classroom examples of assessment for learning, faqs on assessment for learning examples.

In order for effective assessment for learning to take place, it is important to first develop explicit learning intentions and success criteria that are shared with students and teachers. 

That’s why every Third Space Learning online one to one maths lesson starts with a clear learning intention on the cover slide.

Explicit learning intentions and criteria for success provide teachers and children with a clear framework for making judgements about whether successful learning has taken place. These can be written by the teacher and shared with the class, or even better if learning goals can be created in collaboration with the children. Once these are established, assessment for learning can take place.

Here are Third Space Learning, after pupils’ tutoring sessions, they complete post-session questions. The post-session questions relate specifically to the learning intention of their session that day.

Assessment for learning can be split into three overall categories:

Teacher assessment

Self assessment, peer assessment.

Below, you can learn more about each category, when each category is best employed and examples for each. The best teachers will use a range of assessment for learning strategies across these three categories in their teaching practice.

Read more: Formative and Summative Assessments and What is assessment for learning

Diagnostic Year 6 Maths Quizzes

Download our free resource on diagnostic year 6 maths quizzes that you can use in your classroom.

Teacher assessment should be used during all stages of the lesson, whether it be as a diagnostic assessment to inform the teacher where the pupils are at the start, how they are coping at a certain point during the lesson or to assess understanding at the end of the lesson. 

In Third Space Learning’s online one to one maths tutoring, pupils complete a warm up question at the start of the lesson. Tutors use this formative assessment to understand possible misconceptions or needs and adjust their approach accordingly. This means that time is used efficiently and ensures the session is personalised to the pupils’ learning needs. The one to one nature of our programmes means that tutors are able to easily adapt their teaching throughout the session to the pupil’s needs, addressing gaps and misconceptions as they come up.

It’s important that teachers develop positive learning environments where pupils feel comfortable engaging in classroom assessment, answering questions and discussing their ideas in groups. This is because observation and questioning are the main methods here. For questioning to be beneficial, it needs to be strategic to enable teachers to identify and correct any misunderstandings or gaps in knowledge. 

With any form of questioning within the lesson, it is important to ensure both open and closed questions are used. Closed questioning only provides children with the opportunity to recall their knowledge and understanding, whereas open questions encourage children to think and recall more information.

Examples of questioning sentence starters include:

  • Can you explain……?
  • Is X important?
  • How would you….?
  • Why does…..?
  • What if…..?

Teachers need to use different strategies to ensure they are eliciting as much information from the learner as possible and have a full awareness of student understanding across the room. Helpful strategies include:

  • Using the word ‘might’ to encourage pupils to think more carefully and explore possible answers. For example: ‘why might that have happened?’
  • Prompting children to give more information, e.g. ‘Persuade me….’, ‘why do you think that….?’
  • Ask children to build on each others’ answers, e.g. ‘Mason, what do you think about the answer Chloe has given?

Read more :  Hinge questions

Assessment for learning examples: Teacher assessment

1. whole-class questioning .

Whole-class questioning is a quick way for the teacher to gather information on the level of understanding of the class a whole. 

The key here is to ensure that children are given enough time to think and formulate their response. 

Whole class questioning can be used at different points of a lesson. For example, effective questioning at the start to provide a quick picture of where the children are, or mid-lesson to give the chance for maths misconceptions to be addressed. Alternatively, this can be used to assess understanding at the end. However, as with all examples in this list, it is important to not always rely on this assessment for learning example as it may not be best suited for many learners and you may only hear from the more confident learners in a class.

2. Round the room questioning

This method of assessing involves the teacher circulating round the room, questioning individual or small groups of children. 

The benefit of this is that it enables the teacher to strategically target questions at specific children, quickly identifying and addressing any misconceptions as they arise. Additionally, it provides an opportunity for praise and encouragement. It is a helpful mid-lesson activity to carry out when children are working independently or in small groups.

3. Observing

Whilst questioning is an excellent way for a teacher to gather information on the level of understanding in a class, another method is to simply observe what is happening in the room at any given moment. 

This is something that doesn’t always happen as often as it could because teachers often feel they need to be actively asking questions and encouraging children. Observing can be an equally powerful way to do this.

The teacher observes individuals or small groups of children completing an activity or task and makes notes (mentally or written) on what they observe. 

This is a useful form of assessment at any point during the lesson. For example, if the maths lesson begins with a challenge, the teacher can circulate around the room, observe what is happening, but also listen to any discussions taking place. The teacher can quickly gather information to adjust their teaching, move on or address misconceptions as needed.

4. Class quizzes and polls

Quizzes and polls are similar ways to assess pupils’ knowledge and understanding. Polls collect choices or opinions, with no right or wrong answers, whilst quizzes provide the opportunity for students to give right or wrong answers. They can be carried out traditionally, using written answers, or be technology-assisted, using computers, tablets or iPads. You can use apps such as Padlet and Kahoot.

Using quizzes and polls at the start of a lesson can be useful for establishing pupils’ prior/existing knowledge. At the end of the lesson, they can be used to determine what has been learnt and any gaps in understanding.

5. Colour coded lollipop sticks

Each child in the class has their name written on the lollipop stick. These can be colour coded by ability level, to help the teacher direct appropriate, targeted questions (without the children being aware of this). You can also use online tools if you don’t have any lollipop sticks to hand. This has the added benefit of proving to students that it’s bias-free!

This is a useful strategy to be used at any stage of the lesson.

6. Think, pair, share

With this strategy, the teacher asks a question and the students think about, or write down their ideas. They then share this with a partner before coming back together as a whole class to discuss. 

Teachers are able to make observations at both the pair discussion and the ‘share’ stage. This method of assessment is useful throughout the lesson: at the beginning, to establish prior knowledge, during the teacher input and at the end of the lesson to assess level of understanding once the concept has been taught.

7. Mini whiteboards

Mini whiteboards are a popular way for teachers to assess understanding at the beginning of the lesson and during the main teaching input. They can be particularly valuable in maths lessons. 

Students write their answers and hold up for the teacher to see. The teacher is able to quickly assess the level of understanding across the whole class and can identify misconceptions and gaps, without necessarily drawing the attention of the whole class to any children who may be struggling. Misconceptions can be quickly addressed and children who need additional support can be identified.

8. ABCD cards

Children are given 4 cards (either individually or as a pair/group) with one letter (A, B, C and D) on each card. Ask all the children a question and provide them with four possible answers. Children hold up a card matching the answer they have chosen. 

Similar to mini whiteboards, this is a quick and easy way for the teacher to assess the whole class.

9. Round robin

This activity involves the students working in groups. On a large piece of paper, the group writes their answer to a specific question. This is then passed on to the next group of students, who add their answer to the poster. 

Once all the groups have contributed to the poster, the teacher leads a whole class discussion exploring the answers given. 

This is a useful activity that can be administered at the start or at the end of a lesson.

10. Meet and greet

With meet and greet, the children move around the room until the teacher gives a signal. Pupils then stop and find a partner. The signal could be anything – a bell, a clap, or stopping the music.

Children discuss their answer to their partner before moving on when the teacher signals again. The teacher is able to observe and listen to discussions as the children move around the room. This is a great activity for younger pupils.

11. Making circles

This example is similar to meet and greet but is a good way to ensure paired discussion takes place between different pairs of children. 

Split the class in half, with one half of the children forming a circle and facing outwards. The rest of the class then find a partner from the circle and stand with them. The children work together to answer the question, before the outer circle moves round one place and the discussion can take place, but with a new partner. 

Pairs can be engineered to be of mixed ability by strategically placing children in the inner circle. 

While teacher assessment is important, pupils’ self-assessment is a key element of the assessment for learning process. 

Pupils have the opportunity to reflect upon their prior knowledge at the start of a topic and evaluate and assess their own learning throughout the lesson. Students also benefit from having an awareness of their own progress, where they’ve come from and where they are going to. This can help to develop students’ metacognitive skills and a growth mindset.

There are a range of strategies teachers can adopt to encourage relevant and meaningful self-assessment within their classrooms. Our pupils have the opportunity to reflect on their learning during sessions and at the end of sessions.

Assessment for learning examples: Self assessment

12. traffic lights.

Children are given a red, amber and green card which they use as a visual way of sharing their level of confidence with the teacher. At any point, they can put down a card, with red showing they don’t understand and need more help, amber to show they partially understand, but may need some support and green to show they are confident and fully understand what they are doing. This is a useful activity for pupils during the independent stages of a lesson and could support shy students who may not usually ask for help. It can also be used at the end of the lesson to encourage pupils to reflect on their learning. To encourage pupils to reflect on their progress, you could ask pupils to RAG-rate their understanding of a learning objective at the start and end of the lesson.

13. Thumbs up/down

This is similar to traffic lights and is a very quick way for children to self-assess at any stage of the lesson.

Children simply hold their thumbs up to show they are confident, holding thumbs horizontally shows they feel they partially understand and thumbs down shows they feel they need more work/support. 

This is ideally carried out with eyes closed to minimise the risk of children being influenced by the children around them. It enables them to show if they are lacking confidence without worrying what others think.

14. Draw a square / highlight the learning objective

This is another similar strategy to the traffic light cards and thumbs up and down. It is used at the end of the lesson for children to quickly and visually show their level of understanding or confidence. 

They either draw a box and colour it using pink, orange or green highlighter pen, or they highlight the learning objective at the top of the page. Green is used to show they are confident and feel they understanding, orange to show they feel they have some understanding and pink is used to show they

15. Draw a face

This is a similar strategy to the traffic light system, but more suited to children in Key Stage 1. 

At the end of the lesson, children are asked to share how confident they are feeling about what they have learnt that lesson. If they feel they understand, they draw a smiley face, if they only partly understand, they draw a face with a straight lined mouth and if they don’t feel they understand, they draw a happy face.

Pupils who complete a one-to-one online tutoring session with Third Space Learning complete post-session questions to record their progress and understanding. Pupils are asked to reflect on their learning and their enjoyment of the session. This helps develop pupils’ metacognitive skills as they engage in the important skill of reflection and connect their session with their learning goals.

16. 3-2-1 countdown

This is a useful self assessment activity for children to complete at the end of a lesson or topic. They can either record their answers on paper or give them orally to the three statements below:

  • 3 things you didn’t know before
  • 2 things that surprised you about this topic
  • 1 thing you want to start doing with what you’ve learned

17. Write a summary sentence

This can be used at the start or the end of the lesson. Children are asked to write a sentence to summarise what they know, before the lesson begins or at the end of the lesson to share what they have learnt during the lesson.

18. Post its

Post-it notes can be used by pupils individually or in pairs or groups. Children can answer questions at the start of the lesson to encourage them to think about their level of understanding at that stage. You can pose questions such as:

  • What do I know already?
  • What do I want to know?

Alternatively, post-its are a great way of assessing at the end of the lesson as an exit ticket , using questions such as: 

  • What have I learnt?
  • What did I find difficult/hard?

19. KWL – Know, want to know, learnt

This form of self-assessment spans the topic, partly completed at the start and partly completed at the end. Children split their page into three columns with the headings:

  • What I know
  • What I want to know
  • What I have learnt

The first two columns are completed at the start of the lesson or topic, with the final column being completed once the topic or lesson has been completed.

20. Not yet clear

At the end of a topic or lesson, ask the children to think about anything they don’t understand or aren’t clear about and write them down. 

These can be shared anonymously with the whole class who can work together to discuss the points and ensure all children are clear. This is beneficial for both the children who need the extra help and for the children who are confident, but still benefit from sharing their own knowledge. 

This is particularly useful in maths, when children may have used different strategies to achieve the same outcome. This activity provides a good opportunity to share and discuss these different strategies.

21. Most…..thing

At the end of a lesson or topic, children write down their answer to a ‘most….. thing’ question. This could be to say, for example what they found:

  • most challenging
  • most interesting,
  • most useful
  • most surprising 

about that lesson or topic.

22. Admit and exit tickets

Admit and exit tickets are small pieces of paper or card that students fill in at the start or end of the lesson. If you have the tech, you can also do this online using tools such as Jamboard.

Admit tickets are completed by children at the beginning of the lessons. Students might respond to questions about homework, the lesson taught the day before, or their knowledge beginning a new topic.

Exit tickets are completed at the end of the lesson or before they leave the classroom. It could be a record of what they feel they have learnt during that lesson or a question based on their learning from that lesson. 

For peer assessment and peer feedback to be successful, it is essential that all parties are clear on the learning outcome. 

This form of assessment relies on interaction between children, so it is important that all pupils feel comfortable, not only providing their assessment of another child’s work, but also having their own work assessed.

The teacher can support this through clear modelling of the process, such as role playing with a piece of fictional work.

Assessment for learning examples: Peer assessment

23. two stars and a wish.

This is a simple way to encourage peer assessment and to provide children with a structure. Children look at the work of another child and write down two stars – two things they felt were good with that piece of work and one wish – one thing they felt could be improved.

24. Peer checking of work

Students read each other’s written work and look for key points, such as spelling mistakes, use of adjectives/ adverbs for description or the use of conjunctions to extend sentences. In maths, they may look at accuracy in pupils’ use of formal methods or diagrams. Children should be encouraged to feedback on specific points, again focusing on the positives, in addition to areas to improve. Modelling is key to avoiding hurtful language or comments.

25. Peer assessment card

Children are provided with a peer assessment card with a list of targets for them to assess. For example, the focus could be on punctuation and checking for capital letters, full stops, question marks, exclamation marks, apostrophes and speech marks.

For each focus on the card, children RAG rate it (red, amber or green) using coloured pens or pencils, to show how close they feel the person they are assessing is to each target. This self-assessment tool simplifies the feedback process so may be better suited to younger learners.

Assessment for learning can be incorporated into any stage of the lesson. Some strategies can be planned in advance and included within a lesson plan, while other strategies can be used on a more ad hoc basis, as and when appropriate. 

What is common with all of these strategies is the opportunity they provide for children to play an active role in their learning. And key to the success of all of these assessment for learning examples is how teachers use the data they gather to adjust their teaching and address misconceptions to close gaps in pupils’ learning.

AFL is the strategic use of ongoing assessments to gather information about student learning. As a result, teachers can adjust their instruction. Examples of AFL include whole class questioning, exit tickets and traffic light self-assessment.

AFL strategies can be teacher assessment, self assessment and peer assessment.

AFL requires students to be more active in their learning. They may be answering questions, discussing in groups or whole class discussions, peer assessing or self assessing their work.

Do you have students who need extra support in maths? Every week Third Space Learning’s maths specialist tutors support thousands of students across hundreds of schools with weekly online 1-to-1 lessons and maths interventions designed to address learning gaps and boost progress. Since 2013 we’ve helped over 150,000 primary and secondary students become more confident, able mathematicians. Learn more or request a personalised quote for your school to speak to us about your school’s needs and how we can help.

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15 Formative Assessment Examples for Elementary Students

by Chloe Campbell Leave a Comment

assessment task examples for elementary

Picture this. You’re in the middle of a lesson on fractions. On the surface, it seems like your students are engaged and understanding the concept. However, when you pass out the independent assignment, you find a sea of confused faces staring back at you. Sounds familiar, doesn’t it? This scenario was a common occurrence in my classroom, but I stumbled upon a solution: formative assessment for elementary students.

What are Formative Assessments?

In the realm of education, formative assessments are like compasses that guide teachers to the right path. Formative assessments for elementary students are activities that enable you, the teacher, to evaluate your students’ comprehension, gauge their progress, and pinpoint areas requiring additional support. These short, simple activities are the secret ingredient to a classroom environment where learning is a joyous journey, not an uphill battle.

assessment task examples for elementary

Formative assessments occur throughout a chapter or a unit. They typically cover one skill or standard at a time and allows you, as the teacher, to monitor how students are learning and emphasize the process of student learning. Formative assessments are embedded into the lesson and are not advertised as “assessments”. Based on the data, you can improve your teaching strategy to help students master the standards prior to the final, summative assessment. 

In this blog post, we dive into 15 formative assessment examples for elementary students, that will transform your teaching approach. These activities do more than just evaluate understanding; they breathe life into the learning process, making it interactive, enjoyable, and personal.

15 Formative Assessment Ideas for Elementary Students

1. Individual White Boards : Give each student a small dry erase board and marker. Pose a question and have them jot down the answers. With a quick glance, you can gauge the overall understanding of your entire class, a swift formative assessment for elementary students.

assessment task examples for elementary

2. Create Hand Motions: Encourage students to devise hand motions symbolizing vocabulary words or teaching concepts. Not only does it enable you to assess their understanding, but it also adds an element of fun and interaction.

3. Around the Room Cards: Tactile learning comes alive with question cards posted around the room. As students scoot around to answer the questions, you’re conducting a dynamic formative assessment for elementary students. Looking for already made cards to post around the room? Check out these fun Around the Room Task Cards!

4 . Comic Strips: Unleash creativity with comic strips summarizing the lesson or a specific concept. This activity is an innovative formative assessment for elementary students that caters to their artistic side.

assessment task examples for elementary

5. Instagram-Style Post : Blend learning and technology as students craft an “Instagram” post summarizing their learning. It’s a modern twist to traditional assessments.

6. Letter to an Absent Classmate : This activity is a two-fold win. Students demonstrate their understanding by summarizing the day’s lesson in a letter, while the absent classmate gets a personal catch-up note.

7. Project-Based Learning: Project based learning activities like planning a sweet treat party are perfect for allowing students to practice real-world problem solving skills. Projects act as tangible representations of understanding. Through this hands-on approach, students get a chance to infuse creativity into their learning process.

8. Board Games : Reinvent learning with a board game designed around a topic. It fosters healthy competition and is a unique formative assessment for elementary students. Hoping to find board games already done for you? Check out math topics here and science topics here .

assessment task examples for elementary

9. Write a song, poem, skit, or play : Here, students not only demonstrate understanding but also tap into their creative talents.

10. Bumper Sticker Summary : Challenge students to create a bumper sticker with ten words or fewer that encapsulates what they’ve learned in today’s lesson. This is an engaging and succinct formative assessment for elementary students that encourages them to summarize key concepts creatively.

11. Text Strand: Have students send a text summarizing their learning. A modern, relatable form of formative assessment for elementary students.

12. Exit Tickets: Quick exit tickets at the end of class help assess understanding and highlight areas needing more attention.

13. Spot the Error : Worksheets peppered with intentional errors make students apply their understanding to identify them, strengthening their grasp on concepts.

14. Two Truths and a Lie : A fun, interactive activity where students pen down two true statements and one false about a topic, gauging their depth of understanding.

15. Write Your Own Test Questions: Let students take the lead as they draft their own test questions along with the correct answers. This intriguing activity not only measures their understanding but also gauges their ability to apply the concept, making it an innovative form of formative assessment for elementary students.

assessment task examples for elementary

Formative assessment for elementary students is a critical component of effective teaching. These 15 examples inject creativity into the assessment process, paving the way for a positive learning environment. By implementing these formative assessment examples for elementary students, you can ensure that your students are comprehending new material while receiving the necessary support to foster their academic success.

Learn about Summative Assessments and get 15 amazing summative assessment ideas here !

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Formative and summative assessments.

Assessment allows both instructor and student to monitor progress towards achieving learning objectives, and can be approached in a variety of ways. Formative assessment refers to tools that identify misconceptions, struggles, and learning gaps along the way and assess how to close those gaps. It includes effective tools for helping to shape learning, and can even bolster students’ abilities to take ownership of their learning when they understand that the goal is to improve learning, not apply final marks (Trumbull and Lash, 2013). It can include students assessing themselves, peers, or even the instructor, through writing, quizzes, conversation, and more. In short, formative assessment occurs throughout a class or course, and seeks to improve student achievement of learning objectives through approaches that can support specific student needs (Theal and Franklin, 2010, p. 151). 

In contrast, summative assessments evaluate student learning, knowledge, proficiency, or success at the conclusion of an instructional period, like a unit, course, or program. Summative assessments are almost always formally graded and often heavily weighted (though they do not need to be). Summative assessment can be used to great effect in conjunction and alignment with formative assessment, and instructors can consider a variety of ways to combine these approaches. 

Examples of Formative and Summative Assessments

Both forms of assessment can vary across several dimensions (Trumbull and Lash, 2013): 

  • Informal / formal
  • Immediate / delayed feedback
  • Embedded in lesson plan / stand-alone
  • Spontaneous / planned
  • Individual / group
  • Verbal / nonverbal
  • Oral / written
  • Graded / ungraded
  • Open-ended response / closed/constrained response
  • Teacher initiated/controlled / student initiated/controlled
  • Teacher and student(s) / peers
  • Process-oriented / product-oriented
  • Brief / extended
  • Scaffolded (teacher supported) / independently performed 

Recommendations

Formative Assessment   Ideally, formative assessment strategies improve teaching and learning simultaneously. Instructors can help students grow as learners by actively encouraging them to self-assess their own skills and knowledge retention, and by giving clear instructions and feedback. Seven principles (adapted from Nicol and Macfarlane-Dick, 2007 with additions) can guide instructor strategies:

  • Keep clear criteria for what defines good performance - Instructors can explain criteria for A-F graded papers, and encourage student discussion and reflection about these criteria (this can be accomplished though office hours, rubrics, post-grade peer review, or exam / assignment wrappers ). Instructors may also hold class-wide conversations on performance criteria at strategic moments throughout a term.
  • Encourage students’ self-reflection - Instructors can ask students to utilize course criteria to evaluate their own or a peer’s work, and to share what kinds of feedback they find most valuable. In addition, instructors can ask students to describe the qualities of their best work, either through writing or group discussion.
  • Give students detailed, actionable feedback - Instructors can consistently provide specific feedback tied to predefined criteria, with opportunities to revise or apply feedback before final submission. Feedback may be corrective and forward-looking, rather than just evaluative. Examples include comments on multiple paper drafts, criterion discussions during 1-on-1 conferences, and regular online quizzes.
  • Encourage teacher and peer dialogue around learning - Instructors can invite students to discuss the formative learning process together. This practice primarily revolves around mid-semester feedback and small group feedback sessions , where students reflect on the course and instructors respond to student concerns. Students can also identify examples of feedback comments they found useful and explain how they helped. A particularly useful strategy, instructors can invite students to discuss learning goals and assignment criteria, and weave student hopes into the syllabus.
  • Promote positive motivational beliefs and self-esteem - Students will be more motivated and engaged when they are assured that an instructor cares for their development. Instructors can allow for rewrites/resubmissions to signal that an assignment is designed to promote development of learning. These rewrites might utilize low-stakes assessments, or even automated online testing that is anonymous, and (if appropriate) allows for unlimited resubmissions.
  • Provide opportunities to close the gap between current and desired performance - Related to the above, instructors can improve student motivation and engagement by making visible any opportunities to close gaps between current and desired performance. Examples include opportunities for resubmission, specific action points for writing or task-based assignments, and sharing study or process strategies that an instructor would use in order to succeed.  
  • Collect information which can be used to help shape teaching - Instructors can feel free to collect useful information from students in order to provide targeted feedback and instruction. Students can identify where they are having difficulties, either on an assignment or test, or in written submissions. This approach also promotes metacognition , as students are asked to think about their own learning. Poorvu Center staff can also perform a classroom observation or conduct a small group feedback session that can provide instructors with potential student struggles. 

Instructors can find a variety of other formative assessment techniques through Angelo and Cross (1993), Classroom Assessment Techniques (list of techniques available here ).

Summative Assessment   Because summative assessments are usually higher-stakes than formative assessments, it is especially important to ensure that the assessment aligns with the goals and expected outcomes of the instruction.  

  • Use a Rubric or Table of Specifications - Instructors can use a rubric to lay out expected performance criteria for a range of grades. Rubrics will describe what an ideal assignment looks like, and “summarize” expected performance at the beginning of term, providing students with a trajectory and sense of completion. 
  • Design Clear, Effective Questions - If designing essay questions, instructors can ensure that questions meet criteria while allowing students freedom to express their knowledge creatively and in ways that honor how they digested, constructed, or mastered meaning. Instructors can read about ways to design effective multiple choice questions .
  • Assess Comprehensiveness - Effective summative assessments provide an opportunity for students to consider the totality of a course’s content, making broad connections, demonstrating synthesized skills, and exploring deeper concepts that drive or found a course’s ideas and content. 
  • Make Parameters Clear - When approaching a final assessment, instructors can ensure that parameters are well defined (length of assessment, depth of response, time and date, grading standards); knowledge assessed relates clearly to content covered in course; and students with disabilities are provided required space and support.
  • Consider Blind Grading - Instructors may wish to know whose work they grade, in order to provide feedback that speaks to a student’s term-long trajectory. If instructors wish to provide truly unbiased summative assessment, they can also consider a variety of blind grading techniques .

Considerations for Online Assessments

Effectively implementing assessments in an online teaching environment can be particularly challenging. The Poorvu Center shares these  recommendations .

Nicol, D.J. and Macfarlane-Dick, D. (2006) Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education 31(2): 2-19.

Theall, M. and Franklin J.L. (2010). Assessing Teaching Practices and Effectiveness for Formative Purposes. In: A Guide to Faculty Development. KJ Gillespie and DL Robertson (Eds). Jossey Bass: San Francisco, CA.

Trumbull, E., & Lash, A. (2013). Understanding formative assessment: Insights from learning theory and measurement theory. San Francisco: WestEd.

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15 Authentic Assessment Examples (Definition and Critique)

authentic assessment examples and definition, explained below

Authentic assessment is a way of assessing student learning by having students apply what they learned to real-life scenarios . The goal is for students to demonstrate they have learned the material by transferring classroom knowledge to situations that resemble the outside world.

So, the teacher creates various situations that mimic those found in everyday life and then the student is observed applying their knowledge to that situation.

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Authentic Assessment Definition

Authentic assessment emerged as a counterpoint to the rise of norm-referenced standardized testing in the 1980s onward.

Generally, the key scholars cited when discussing authentic assessment are Archbald and Newmann (1989). Newmann defines it like this:

“…the extent to which a lesson, assessment task, or sample of student performance represents construction of knowledge through the use of disciplined inquiry that has some value or meaning beyond success in school” (Newmann, 1997, p. 361)

Here the key idea is that the assessment is linked to out-of-school application of knowledge rather than simply summative assessments in the form of purely theoretical and standardized tests.

The Strength of Authentic Assessment

The central strength of authentic assessment is that it encourages educators to focus on application of knowledge at school to real life. It aims to work against the narrative that school doesn’t prepare students for the real world.

Reinforcing this point, Wiggins argues that authentic assessment tasks are all about applicability to the world beyond school:

“The tasks [in authentic assessment should be] either replicas of or analogous to the kinds of problems faced by adult citizens and consumers or professionals in the field” (Wiggins, 1993, p. 229)

Traditional assessment techniques such as quizzes and exams are useful ways to assess memory of basic facts and concepts. However, authentic assessment is a way to evaluate if students can put that knowledge to use to solve a real-world problem.

Critiques of Authentic Assessment

  • Lack of Clear Definition of Authenticity : Authentic assessment sounds like a great concept, but critics often highlight that the idea lacks clarity. There are few systematic explanations of how an assessment is authentic.
  • Quality of Assessment is Questionable; If teachers use authentic assessment as a turn away from norm-referenced standardized tests, then the rigor and testability of student assessment may be lost. There are no clear guidelines on how to measure or grade an ‘authentic’ assessment piece.
  • Authenticity is not always Achieved: It is also questionable as to whether an assessment is truly authentic just because it mirrors a real-life scenario. A flight simulator may be considered more authentic than a theoretical test about how to fly a plane, but it is by no means an authentic experience in the same way as actually flying an airplane.

Authentic Assessment Examples

  • Creating models: A physics teacher has students work in teams to design and construct a paper bridge and then see how much weight it can support.
  • Using scenarios from the workforce: The final exam in a radiology course involves students being given a set of 5 X-rays that they have to sort in terms of priority of treatment.
  • Engaging with the profession: A business administration professor may require students to construct their own employee satisfaction survey, collect data, and produce 3 graphs that display the key findings.
  • Pitching ideas to professionals: Advertising majors are required to design a comprehensive ad campaign for the product of their choice and then pitch it to a small group of faculty.  
  • Demonstrating practical skills: Music majors are required to give a recital at the end of the course as part of their final exam.
  • Engaging in mock-up scenarios: Students in a criminology course are taken to a mock crime scene and tasked with looking for clues and formulating an initial theory of what happened.
  • Creating reports on real life scenarios: Students in a home economics course make a comprehensive budget for a middle-class family of five that includes all utility bills, insurance fees and taxes, and disposable income allocations.
  • Creating a valuable program or app: Computer science majors are given a specific period of time to program a cyber-security firewall that can stop at least 3 out of 5 viruses set to attack their computer.
  • Collecting samples from the field: Biology students are sent into the field where they must collect three soil samples at different locations on a farm and then analyze the nitrate and phosphorous levels of each sample.
  • Getting real customers: Instead of just creating a business plan, going the next step and creating the business and getting real customers, then being assessed on implementation rather than just planning.

Detailed Examples

1. mock trial.

Learning about statutes in a university course on criminal law can be tedious, and grueling. There is a ton of case law to read and grades can be based on writing a lot of papers. However, integrating authentic assessment can be a way for students to practice their skills in a life-like situation.

For example, the professor divides the class into teams of three. Each team is given the same details of a criminal law case and then assigned to play the role of prosecution or defense. Of course, the professor will play the role of judge.

After two weeks of preparation, the students participate in a mock trial.

Each side gets to present their case, call witnesses, and conduct questioning.

This kind of mock trial can become as complex as time will allow. That can range from a short and simple presentation of arguments, to an event that involves every step of the process, from jury selection, to the preparation of courtroom exhibits and closing arguments.

Memorizing case law is one form of learning, but applying that law to the courtroom requires a completely different set of skills.

2. Comic Strip Adaptation

Comic books have made a comeback in the lives of teenagers. The interesting color schemes, artistic style, and action-oriented illustrations capture the attention of youth today.

That presents an opportunity for teachers. For example, a language arts teacher may assign a short story reading about a historical event or current affair.

These topics might be boring to some students, but when the teacher announces that the assignment involves students making their own comic books that portray those historical events, faces start to brighten-up.

The teacher explains that students will work in small groups and make a short comic book about the event they learned about. The number of pages are specified as well as other requirements regarding historical accuracy and the citing of facts, but beyond that, it’s up to the students.

This is an example of students taking information and knowledge they have learned in one medium, and then transferring it to another.

3. Anthropology Class

Believe it or not, anthropology students need to know a lot about human anatomy. The chemical composition of a skeleton can reveal a lot about the living environment and dietary intake of the person’s life when they were alive.

To put students’ knowledge of skeletal anatomy to the test, an anthropology professor has buried various bones in a designated location on campus. The bones come from both male and female skeletons, young and old, and different ethnicities. Just for fun, the prof throws in a few animal bones too, just to make things interesting.

The students work in groups, are assigned different plots, and given a specific period of time to unearth the bones, examine them thoroughly, and identify the designated characteristics.

Grades can be based on accuracy and how long it took for each team to complete the task. However, any team that mistook an animal femur for a human’s automatically fails.

4. Writing Employment Ads

After completing the chapter on job descriptions in an HR course, the instructor gives the students a true test of their understanding. They are to assume they work for the government and must write a job description and employment ad for a given job.

First, the class is broken down into small groups. Then, various job titles are written on slips of paper, folded, and placed in a hat. Each group selects a slip of paper and then gets started.

The assignment sounds simple enough and most groups finish within t0 minutes. They turn in their assignment and get to leave class early. However, one group seems to be taking a bit longer. The instructor investigates.

That group decides that their first step is to find a full and detailed job description from the appropriate government department, the pay scale schedule for that government position, and study the federal guidelines on equal employment from the EEOC .  They finish the assignment just in time.

At the next class, the instructor reveals that all groups failed the assignment except for the last one. The failing groups wrote ads that contained statements that are illegal and violate EEOC guidelines.

As the professor explained, had those ads actually been published, the company would have been sued for discriminatory practices and the head of HR most likely fired.

5. Healthy Habits Program

Being healthy is about more than just eating right and getting some exercise. It also includes establishing good sleep habits, developing a social support system, and a positive perspective on life.

So, students in nutrition, physical education, and health psychology courses are assigned a collaborative project. By working in small teams, they are to design a comprehensive Healthy Habits program for middle schools.

The program must contain several key components of health : physical, emotional, intellectual, social, and spiritual. Assessment of outcomes must include a rubric of both physical and psychological domains.

The students are given until the end of the academic term to design their programs and grades will be determined through peer assessment.

Authentic assessment takes a very pragmatic approach to evaluating student outcomes. Instead of asking students to repeat memorized facts or write abstract essays, they are tasked with demonstrating skills.

Teachers create situations that resemble those often encountered in an actual job, and the students attempt to resolve whatever challenges exist in that situation. Grades are based on observed performance.

Any type of course can include authentic assessment. Law students might perform in a mock trial, anthropology students may need to dig up a few bones and identify who they belong to, or students in an HR course may have to construct their own employee satisfaction survey. However, it is questionable as to whether authentic assessments can also be formal assessments or exams that can be administered en masse to compare students’ performances.

Archbald, D. & Newmann, F. (1989) “The Functions of Assessment and the Nature of Authentic Academic Achievement,” in Berlak (ed.) Assessing Achievement: Toward the development of a New Science of Educational Testing. Buffalo, NY: SUNY Press.

Ashford-Rowe, K., Herrington, J., & Brown, C. (2014). Establishing the critical elements that determine authentic assessment. Assessment & Evaluation in Higher Education, 39 (2), 205-222.

Cumming, J.J. & Maxwell, G.S. (1999). Contextualizing authentic assessment. Assessment in Education: Principles, Policies, and Practices, 6 (2), 177-194.

Newmann, F.M. (1997). Authentic assessment in social studies: Standards and examples. In G.D. Phye (Ed.), Handbook of classroom assessment: Learning, adjustment and achievement. San Diego, Ca: Academic Press.

Palm, T. (2008). Performance assessment and authentic assessment: A conceptual analysis of the literature.  Practical Assessment, Research, and Evaluation ,  13 (1), 4.

Wiggins, G. P. (1993). Assessing student performance . San Francisco: Jossey-Bass Publishers.

Koh, K., Tan, C., & Ng, P. T. (2012). Creating thinking schools through authentic assessment: The case in Singapore. Educational Assessment, Evaluation and Accountability, 24 (2), 135-149. https://doi.org/10.1007/s11092-011-9138-y

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Chris Drew (PhD)

This article was peer-reviewed and edited by Chris Drew (PhD). The review process on Helpful Professor involves having a PhD level expert fact check, edit, and contribute to articles. Reviewers ensure all content reflects expert academic consensus and is backed up with reference to academic studies. Dr. Drew has published over 20 academic articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education and holds a PhD in Education from ACU.

  • Chris Drew (PhD) #molongui-disabled-link 25 Positive Punishment Examples
  • Chris Drew (PhD) #molongui-disabled-link 25 Dissociation Examples (Psychology)
  • Chris Drew (PhD) #molongui-disabled-link 15 Zone of Proximal Development Examples
  • Chris Drew (PhD) #molongui-disabled-link Perception Checking: 15 Examples and Definition

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Dave Cornell (PhD)

Dr. Cornell has worked in education for more than 20 years. His work has involved designing teacher certification for Trinity College in London and in-service training for state governments in the United States. He has trained kindergarten teachers in 8 countries and helped businessmen and women open baby centers and kindergartens in 3 countries.

  • Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ 25 Positive Punishment Examples
  • Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ 25 Dissociation Examples (Psychology)
  • Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ 15 Zone of Proximal Development Examples
  • Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ Perception Checking: 15 Examples and Definition

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10 Summative Assessment Examples to Try This School Year

Elementary students taking a summative assessment in a classroom.

Written by Jordan Nisbet

Hey teachers! 👋

Turn math assessments into enjoyable experiences with Prodigy's game-based approach. Get ready for eager learners!

  • Teaching Strategies
  • A formative and summative assessment definition
  • Difference between formative and summative assessment
  • Pros and cons of summative assessment
  • 9 effective and engaging summative assessment examples
  • Helpful summative assessment strategies

When gauging student learning, two approaches likely come to mind: a formative or summative assessment.

Fortunately, feeling pressure to choose one or the other isn’t necessary. These two types of learning assessment actually serve different and necessary purposes. 

Definitions: What’s the difference between formative and summative assessment?

assessment task examples for elementary

Formative assessment occurs regularly throughout a unit, chapter, or term to help track not only how student learning is improving, but how your teaching can, too.

According to a WestEd article , teachers love using various formative assessments because they help meet students’ individual learning needs and foster an environment for ongoing feedback.

Take one-minute papers, for example. Giving your students a solo writing task about today’s lesson can help you see how well students understand new content.

Catching these struggles or learning gaps immediately is better than finding out during a summative assessment.

Such an assessment could include:

  • In-lesson polls
  • Partner quizzes
  • Self-evaluations
  • Ed-tech games
  • One-minute papers
  • Visuals (e.g., diagrams, charts or maps) to demonstrate learning
  • Exit tickets

So, what is a summative assessment?

assessment task examples for elementary

Credit: Alberto G.

It occurs at the end of a unit, chapter, or term and is most commonly associated with final projects, standardized tests, or district benchmarks.

Typically heavily weighted and graded, it evaluates what a student has learned and how much they understand.

There are various types of summative assessment. Here are some common examples of summative assessment in practice:

  • End-of-unit test
  • End-of-chapter test
  • Achievement tests
  • Standardized tests
  • Final projects or portfolios

Teachers and administrators use the final result to assess student progress, and to evaluate schools and districts. For teachers, this could mean changing how you teach a certain unit or chapter. For administrators, this data could help clarify which programs (if any) require tweaking or removal.

The differences between formative and summative assessment

While we just defined the two, there are five key differences between formative and summative assessments requiring a more in-depth explanation.

Formative assessment:

  • Occurs through a chapter or unit
  • Improves how students learn
  • Covers small content areas
  • Monitors how students are learning
  • Focuses on the process of student learning

Summative assessment:

  • Occurs at the end of a chapter or unit
  • Evaluates what students learn
  • Covers complete content areas
  • Assigns a grade to students' understanding
  • Emphasizes the product of student learning

During vs after

Teachers use formative assessment at many points during a unit or chapter to help guide student learning.

Summative assessment comes in after completing a content area to gauge student understanding.

Improving vs evaluating

If anyone knows how much the learning process is a constant work in progress, it’s you! This is why formative assessment is so helpful — it won’t always guarantee students understand concepts, but it will improve how they learn.

Summative assessment, on the other hand, simply evaluates what they’ve learned. In her book, Balanced Assessment: From Formative to Summative, renowned educator Kay Burke writes, “The only feedback comes in the form of a letter grade, percentage grade, pass/fail grade, or label such as ‘exceeds standards’ or ‘needs improvement.’”

assessment task examples for elementary

Little vs large

Let’s say chapter one in the math textbook has three subchapters (i.e., 1.1, 1.2 and 1.3). A teacher conducting formative assessments will assign mini tasks or assignments throughout each individual content area.

Whereas, if you’d like an idea of how your class understood the complete chapter, you’d give them a test covering a large content area including all three parts.

Monitoring vs grading

Formative assessment is extremely effective as a means to monitor individual students’ learning styles. It helps catch problems early, giving you more time to address and adapt to different problem areas.

Summative assessments are used to evaluate and grade students’ overall understanding of what you’ve taught. Think report card comments: did students achieve the learning goal(s) you set for them or not?

😮 😄 😂 #reportcard #funny #memes #comics #samecooke #schooldays #music #classic #letsgo #gooutmore #showlove pic.twitter.com/qQ2jen1Z8k — Goldstar Events (@goldstar) January 20, 2019

Process vs product

“It’s not about the destination; it’s about the journey”? This age-old saying sums up formative and summative assessments fairly accurately.

The former focuses on the process of student learning. You’ll use it to identify areas of strength and weakness among your students — and to make necessary changes to accommodate their learning needs.

The latter emphasizes the product of student learning. To discover the product’s “value”, you can ask yourself questions, such as: At the end of an instructional unit, did the student’s grade exceed the class standard, or pass according to a district’s benchmark?

In other words, formative methods are an assessment for learning whereas summative ones are an assessment of learning .

Now that you’ve got a more thorough understanding of these evaluations, let’s dive into the love-hate relationship teachers like yourself may have with summative assessments.

Perceived disadvantages of summative assessment

The pros are plenty. However, before getting to that list, let’s outline some of its perceived cons. Summative assessment may:

1) Offer minimal room for creativity

Rigid and strict assignments or tests can lead to a regurgitation of information. Some students may be able to rewrite facts from one page to another, but others need to understand the “why” before giving an answer.

2) Not accurately reflect learning

“Teaching to the test” refers to educators who dedicate more time teaching lessons that will be emphasized on district-specific tests.

A survey conducted by Harvard’s Carnegie-Knight Task Force on the Future of Journalism asked teachers whether or not “preparing students to pass mandated standardized tests” affects their teaching.

A significant 60% said it either “dictates most of” or “substantially affects” their teaching. While this can result in higher scores, curriculum distortion can prevent students from learning other foundational subject areas.

3) Ignore (and miss) timely learning needs

assessment task examples for elementary

Because summative assessment occurs at the end of units or terms, teachers can fail to identify and remedy students’ knowledge gaps or misconceptions as they arise.

Unfortunately, by this point, there’s often little or no time to rectify a student’s mark, which can affect them in subsequent units or grades.

4) Result in a lack of motivation

The University of London’s Evidence for Policy and Practice conducted a 19-study systematic review of the impact summative assessment and tests have on students’ motivation for learning.

Contrary to popular belief, researchers found a correlation between students who scored poorly on national curriculum tests and experienced lower self-esteem, and an unwillingness to put more effort into future test prep. Beforehand, interestingly, “there was no correlation between self-esteem and achievement.”

For some students, summative assessment can sometimes be seen as 'high stakes' testing due to the pressure on them to perform well. That said, 'low-stakes' assessments can also be used in the form of quizzes or practice tests.

Repeated practice tests reinforce the low self-image of the lower-achieving students… When test scores are a source or pride and the community, pressure is brought to bear on the school for high scores.

Similarly, parents bring pressure on their children when the result has consequences for attendance at high social status schools. For many students, this increases their anxiety, even though they recognize their parents as being supportive.

5) Be inauthentic

Summative assessment has received criticism for its perceived inaccuracy in providing a full and balanced measure of student learning.

Consider this, for example: Your student, who’s a hands-on, auditory learner, has a math test today. It comes in a traditional paper format as well as a computer program format, which reads the questions aloud for students.

Chances are the student will opt for the latter test format. What’s more, this student’s test results will likely be higher and more accurate.

The reality is that curricula — let alone standardized tests — typically don’t allow for this kind of accommodation. This is the exact reason educators and advocates such as Chuck Hitchcock, Anne Meyer, David Rose, and Richard Jackson believe:

Curriculum matters and ‘fixing’ the one-size-fits-all, inflexible curriculum will occupy both special and general educators well into the future… Students with diverse learning needs are not ‘the problem’; barriers in the curriculum itself are the root of the difficulty.

6) Be biased

Depending on a school district’s demographic, summative assessment — including standardized tests — can present biases if a group of students is unfairly graded based on their race, ethnicity, religion, gender, or social class.

In his presentation at Kansas State University, emeritus professor in the UCLA Graduate School of Education and Information Studies, Dr. W. James Popham, explained summative assessment bias:

This doesn’t necessarily mean that if minority students are outperformed on a summative test by majority students that the test is biased against that minority. It may instead indicate that the minority students have not been provided with the appropriate instruction…

An example of content bias against girls would be one in which students are asked to compare the weights of several objects, including a football. Since girls are less likely to have handled a football, they might find the item more difficult than boys, even though they have mastered the concept measured by the item.

Importance and benefits of summative assessment

assessment task examples for elementary

Overall, these are valid points raised against summative assessment. However, it does offer fantastic benefits for teachers and students alike!

Summative assessment can:

1) Motivate students to study and pay closer attention

Although we mentioned lack of motivation above, this isn’t true for every student. In fact, you’ve probably encountered numerous students for whom summative assessments are an incredible source of motivation to put more effort into their studies.

For example, final exams are a common type of summative assessment that students may encounter at the end of a semester or school year. This pivotal moment gives students a milestone to achieve and a chance to demonstrate their knowledge.

In May 2017, the College Board released a statement about whether coaching truly boosts test scores:

Data shows studying for the SAT for 20 hours on free Official SAT Practice on Khan Academy is associated with an average score gain of 115 points, nearly double the average score gain compared to students who don’t use Khan Academy. Out of nearly 250,000 test-takers studied, more than 16,000 gained 200 points or more between the PSAT/NMSQT and SAT…

In addition to the 115-point average score increase associated with 20 hours of practice, shorter practice periods also correlate with meaningful score gains. For example, 6 to 8 hours of practice on Official SAT Practice is associated with an average 90-point increase.

2) Allow students to apply what they’ve learned

assessment task examples for elementary

It’s one thing to memorize multiplication tables (which is a good skill), but another to apply those skills in math word problems or real-world examples.

Summative assessments — excluding, for example, multiple choice tests — help you see which students can retain and apply what they’ve learned.

3) Help identify gaps in student learning

Before moving on to a new unit, it’s vital to make sure students are keeping up. Naturally, some will be ahead while others will lag behind. In either case, giving them a summative assessment will provide you with a general overview of where your class stands as a whole.

Let’s say your class just wrote a test on multiplication and division. If all students scored high on multiplication but one quarter of students scored low on division, you’ll know to focus more on teaching division to those students moving forward.

4) Help identify possible teaching gaps

assessment task examples for elementary

Credit: woodleywonderworks

In addition to identifying student learning gaps , summative assessment can help target where your teaching style or lesson plans may have missed the mark.

Have you ever been grading tests before, to your horror, realizing almost none of your students hit the benchmark you hoped for? When this happens, the low grades are not necessarily related to study time.

For example, you may need to adjust your teaching methods by:

  • Including/excluding word problems
  • Incorporating more visual components
  • Innovative summative assessments (we list some below!)

5) Give teachers valuable insights

assessment task examples for elementary

Credit: Kevin Jarrett

Summative assessments can highlight what worked and what didn’t throughout the school year. Once you pinpoint how, where and what lessons need tweaking, making informed adjustments for next year becomes easier.

In this world nothing can be said to be certain, except death and taxes… and, for teachers, new students year after year. So although old students may miss out on changes you’ve made to your lessons, new ones get to reap the benefits.

This not only improves your skills as an educator, but will ensure a more enriching educational experience for generations of students to come.

6) Contribute positively to learning outcomes

Certain summative assessments also provide valuable data at district, national, and global levels. Depending on average test scores, this can determine whether or not certain schools receive funding, programs stay or go, curriculum changes occur, and more. Burke writes:

Summative assessments also provide the public and policymakers with a sense of the results of their investment in education and give educators a forum for proving whether instruction works – or does not work.

The seven aims of summative assessment

assessment task examples for elementary

Dr. Nancy P. Gallavan, a professor of teacher education at the University of Central Arkansas, believes teachers can use performance-based summative assessments at any grade level.

However, in an article for Corwin , she suggests crafting yours with seven aims in mind:

  • Accompanied  with appropriate time and task management
  • Achievable  as in-class activities and out-of-class assignments
  • Active  involvement in planning, preparation, and performance
  • Applicable  to academic standards and expectations
  • Appropriate  to your students’ learning styles, needs, and interests
  • Attractive  to your students on an individual and group level
  • Authentic  to curricular content and context

Ideally, the assessment method should also measure a student’s performance accurately against the learning objectives set at the beginning of the course.

Keeping these goals in mind, here’s a list of innovative ways to conduct summative assessments in your classroom!

Summative assessment examples: 9 ways to make test time fun

assessment task examples for elementary

If you want to switch things up this summative assessment season, keep reading. While you can’t change what’s on standardized tests, you can create activities to ensure your students are exhibiting and applying their understanding and skills to end-of-chapter or -unit assessments. In a refreshing way.

Why not give them the opportunity to express their understanding in ways that apply to different learning styles?

Note : As a general guideline, students should incorporate recognition and recall, logic and reasoning, as well as skills and application that cover major concepts and practices (including content areas you emphasized in your lessons).

1) One, two, three… action!

Write a script and create a short play, movie, or song about a concept or strategy of your choosing.

This video from Science Rap Academy is a great — and advanced — example of students who created a song about how blue-eyed children can come from two brown-eyed parents:

Using a tool such as iPhone Fake Text Generator , have students craft a mock text message conversation conveying a complex concept from the unit, or each chapter of that unit.

Students could create a back-and-forth conversation between two historical figures about a world event, or two friends helping each other with complex math concepts.

Have your students create a five to 10-minute podcast episode about core concepts from each unit. This is an exciting option because it can become an ongoing project.

Individually or in groups, specific students can be in charge of each end-of-chapter or -unit podcast. If your students have a cumulative test towards the end of the year or term, the podcast can even function as a study tool they created together.

assessment task examples for elementary

Credit : Brad Flickinger

You can use online tools such as Record MP3 Online or Vocaroo to get your class started!

4) Infographic

Creating a detailed infographic for a final project is an effective way for students to reinforce what they’ve learned. They can cover definitions, key facts, statistics, research, how-to info, graphics, etc.

You can even put up the most impressive infographics in your classroom. Over time, you’ll have an arsenal of in-depth, visually-appealing infographics students can use when studying for chapter or unit tests.

5) Compare and contrast

assessment task examples for elementary

Venn diagrams are an old — yet effective — tool perfect for visualizing just about anything! Whether you teach history or social studies, English or math, or something in between, Venn diagrams can help certain learners visualize the relationship between different things.

For example, they can compare book characters, locations around the world, scientific concepts, and more just like the examples below:

6) Living museum

This creative summative assessment is similar to one, two, three… action! Individuals will plan and prepare an exhibit (concept) in the Living Museum (classroom). Let’s say the unit your class just completed covered five core concepts.

Five students will set up around the classroom while the teacher walks from exhibit to exhibit. Upon reaching the first student, the teacher will push an imaginary button, bringing the exhibit “to life.” The student will do a two to three-minute presentation; afterwards, the teacher will move on to the next one.

7) Ed-Tech games

Now more than ever, students are growing up saturated with smartphones, tablets, and video games. That’s why educators should show students how to use technology in the classroom effectively and productively.

More and more educators are bringing digital tools into the learning process. Pew Research Center surveyed 2,462 teachers and reported that digital technologies have helped in teaching their middle and high school students.

Some of the findings were quite eye-opening:

  • 80% report using the internet at least weekly to help them create lesson plans
  • 84% report using the internet at least weekly to find content that will engage students
  • 69% say the internet has a “major impact on their ability to share ideas with other teachers
  • 80% report getting email alerts or updates at least weekly that allow them to follow developments in their field
  • 92% say the internet has a “major impact” on their ability to access content, resources, and materials for their teaching
  • 67% say the internet has a “major impact” on their ability to interact with parents and 57% say it has had such an impact on enabling their interaction with students

To make the most of EdTech, find a tool that actually engages your students in learning and gives you the insightful data and reports you need to adjust your instruction

Tip: Teaching math from 1st to 8th grade? Use Prodigy!

With Prodigy Math, you can:

  • Deliver engaging assessments: Prodigy's game-based approach makes assessments fun for students.
  • Spot and solve learning gaps: See which students need more support at the touch of a button.
  • Reduce test anxiety: Prodigy has been shown to build math confidence.

Plus, it's all available to educators at no cost. See how it works below! 👇

8) Shark Tank/Dragon’s Den

Yes, just like the reality TV show! You can show an episode or two to your class or get them to watch the show at home. Next, have students pitch a product or invention that can help change the world outside of school for the better.

This innovative summative assessment is one that’ll definitely require some more thought and creativity. But it’s important that, as educators, we help students realize they can have a huge positive impact on the world in which they live.

9) Free choice

If a student chooses to come up with their own summative assessment, you’ll need to vet it first. It’ll likely take some collaboration to arrive at something sufficient.

However, giving students the freedom to explore content areas that interest them most could surprise you. Sometimes, it’s during those projects they form a newfound passion and are wildly successful in completing the task.

assessment task examples for elementary

We’re sure there are countless other innovative summative assessment ideas out there, but we hope this list gets your creative juices flowing.

With the exclusion of standardized state and national tests, one of the greatest misconceptions about summative assessments is that they’re all about paper and pencil. Our hope in creating this list was to help you see how fun and engaging summative assessments can truly be.

10) Group projects

Group projects aren't just a fun way to break the monotony, but a dynamic and interactive form of summative assessment. Here's why:

  • Collaborative learning: Group projects encourage students to work as a team, fostering their communication and collaboration skills. They learn to listen, negotiate, and empathize, which are crucial skills in and beyond the classroom.
  • Promotes critical thinking: When students interact with each other, they get to explore different perspectives. They challenge each other's understanding, leading to stimulating debates and problem-solving sessions that boost critical thinking.
  • In-depth assessment: Group projects offer teachers a unique lens to evaluate both individual performances and group dynamics. It's like getting a sneak peek into their world - you get to see how they perform under different circumstances and how they interact with each other.
  • Catering to different learning styles: Given the interactive nature of group projects, they can cater to different learning styles - auditory, visual, and kinesthetic. Every student gets a chance to shine!

However, it's important to set clear instructions and criteria to ensure fairness. Remember, it's not just about the final product - it's about the process too.

Some interesting examples of group projects include:

  • Create a Mini Documentary: Students could work together to research a historical event and create a mini documentary presenting their findings.
  • Plan a Community Service Project: This could involve identifying a problem in the local community and creating a detailed plan to address it.
  • Design a Mobile App: For a more tech-focused project, students could identify a problem and design an app that solves it.

Summative assessment strategies for keeping tests clear and fair

assessment task examples for elementary

In addition to using the summative assessment examples above to accommodate your students’ learning styles, these tips and strategies should also help:

  • Use a rubric  — Rubrics help set a standard for how your class should perform on a test or assignment. They outline test length, how in-depth it will be, and what you require of them to achieve the highest possible grades.
  • Design clear, effective questions  — When designing tests, do your best to use language, phrases, and examples similar to those used during lessons. This’ll help keep your tests aligned with the material you’ve covered.
  • Try blind grading  — Most teachers prefer knowing whose tests they’re grading. But if you want to provide wholly unbiased grades and feedback, try blind grading. You can request your students write their names on the bottom of the last test page or the back.
  • Assess comprehensiveness  — Make sure the broad, overarching connections you’re hoping students can make are reasonable and fluid. For example, if the test covers measurement, geometry and spatial sense, you should avoid including questions about patterning and algebra.
  • Create a final test after, not before, teaching the lessons  — Don’t put the horse before the carriage. Plans can change and student learning can demand different emphases from year to year. If you have a test outline, perfect! But expect to embrace and make some changes from time to time.
  • Make it real-world relevant  — How many times have you heard students ask, “When am I going to use this in real life?” Far too often students assume math, for example, is irrelevant to their lives and write it off as a subject they don’t need. When crafting test questions, use  culturally-relevant word problems  to illustrate a subject’s true relevance.

Enter the Balanced Assessment Model

Throughout your teaching career, you’ll spend a lot of time with formative and summative assessments. While some teachers emphasize one over the other, it’s vital to recognize the extent to which they’re interconnected.

In the book Classroom Assessment for Student Learning , Richard Stiggins, one of the first educators to advocate for the concept of assessment for learning, proposes something called “a balanced assessment system that takes advantage of assessment of learning and assessment for learning.”

If you use both effectively, they inform one another and “assessment becomes more than just an index of school success. It also serves as the cause of that success.”

In fact, Stiggins argues teachers should view these two types of assessment as “in sync.”

They can even be the  exact same thing — only the purpose and the timing of the assessment determine its label. Formative assessments provide the training wheels that allow students to practice and gain confidence while riding their bikes around the enclosed school parking lot.

Once the training wheels come off, the students face their summative assessment as they ride off into the sunset on only two wheels, prepared to navigate the twists and turns of the road to arrive safely at their final destination.

Conclusion: Going beyond the test

Implementing these innovative summative assessment examples should engage your students in new and exciting ways.

What’s more, they’ll have the opportunity to express and apply what they’ve learned in creative ways that solidify student learning.

So, what do you think — are you ready to try out these summative assessment ideas? Prodigy is a game-based learning platform teachers use to keep their students engaged.

Sign up for a free teacher account  and set an  Assessment  today!

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Formative, Summative, and More Types of Assessments in Education

All the best ways to evaluate learning before, during, and after it happens.

Collage of types of assessments in education, including formative and summative

When you hear the word assessment, do you automatically think “tests”? While it’s true that tests are one kind of assessment, they’re not the only way teachers evaluate student progress. Learn more about the types of assessments used in education, and find out how and when to use them.

Diagnostic Assessments

Formative assessments, summative assessments.

  • Criterion-Referenced, Ipsative, and Normative Assessments

What is assessment?

In simplest terms, assessment means gathering data to help understand progress and effectiveness. In education, we gather data about student learning in variety of ways, then use it to assess both their progress and the effectiveness of our teaching programs. This helps educators know what’s working well and where they need to make changes.

Chart showing three types of assessments: diagnostic, formative, and summative

There are three broad types of assessments: diagnostic, formative, and summative. These take place throughout the learning process, helping students and teachers gauge learning. Within those three broad categories, you’ll find other types of assessment, such as ipsative, norm-referenced, and criterion-referenced.

What’s the purpose of assessment in education?

In education, we can group assessments under three main purposes:

  • Of learning
  • For learning
  • As learning

Assessment of learning is student-based and one of the most familiar, encompassing tests, reports, essays, and other ways of determining what students have learned. These are usually summative assessments, and they are used to gauge progress for individuals and groups so educators can determine who has mastered the material and who needs more assistance.

When we talk about assessment for learning, we’re referring to the constant evaluations teachers perform as they teach. These quick assessments—such as in-class discussions or quick pop quizzes—give educators the chance to see if their teaching strategies are working. This allows them to make adjustments in action, tailoring their lessons and activities to student needs. Assessment for learning usually includes the formative and diagnostic types.

Assessment can also be a part of the learning process itself. When students use self-evaluations, flash cards, or rubrics, they’re using assessments to help them learn.

Let’s take a closer look at the various types of assessments used in education.

Worksheet in a red binder called Reconstruction Anticipation Guide, used as a diagnostic pre-assessment (Types of Assessment)

Diagnostic assessments are used before learning to determine what students already do and do not know. This often refers to pre-tests and other activities students attempt at the beginning of a unit.

How To Use Diagnostic Assessments

When giving diagnostic assessments, it’s important to remind students these won’t affect their overall grade. Instead, it’s a way for them to find out what they’ll be learning in an upcoming lesson or unit. It can also help them understand their own strengths and weaknesses, so they can ask for help when they need it.

Teachers can use results to understand what students already know and adapt their lesson plans accordingly. There’s no point in over-teaching a concept students have already mastered. On the other hand, a diagnostic assessment can also help highlight expected pre-knowledge that may be missing.

For instance, a teacher might assume students already know certain vocabulary words that are important for an upcoming lesson. If the diagnostic assessment indicates differently, the teacher knows they’ll need to take a step back and do a little pre-teaching before getting to their actual lesson plans.

Examples of Diagnostic Assessments

  • Pre-test: This includes the same questions (or types of questions) that will appear on a final test, and it’s an excellent way to compare results.
  • Blind Kahoot: Teachers and kids already love using Kahoot for test review, but it’s also the perfect way to introduce a new topic. Learn how Blind Kahoots work here.
  • Survey or questionnaire: Ask students to rate their knowledge on a topic with a series of low-stakes questions.
  • Checklist: Create a list of skills and knowledge students will build throughout a unit, and have them start by checking off any they already feel they’ve mastered. Revisit the list frequently as part of formative assessment.

What stuck with you today? chart with sticky note exit tickets, used as formative assessment

Formative assessments take place during instruction. They’re used throughout the learning process and help teachers make on-the-go adjustments to instruction and activities as needed. These assessments aren’t used in calculating student grades, but they are planned as part of a lesson or activity. Learn much more about formative assessments here.

How To Use Formative Assessments

As you’re building a lesson plan, be sure to include formative assessments at logical points. These types of assessments might be used at the end of a class period, after finishing a hands-on activity, or once you’re through with a unit section or learning objective.

Once you have the results, use that feedback to determine student progress, both overall and as individuals. If the majority of a class is struggling with a specific concept, you might need to find different ways to teach it. Or you might discover that one student is especially falling behind and arrange to offer extra assistance to help them out.

While kids may grumble, standard homework review assignments can actually be a pretty valuable type of formative assessment . They give kids a chance to practice, while teachers can evaluate their progress by checking the answers. Just remember that homework review assignments are only one type of formative assessment, and not all kids have access to a safe and dedicated learning space outside of school.

Examples of Formative Assessments

  • Exit tickets : At the end of a lesson or class, pose a question for students to answer before they leave. They can answer using a sticky note, online form, or digital tool.
  • Kahoot quizzes : Kids enjoy the gamified fun, while teachers appreciate the ability to analyze the data later to see which topics students understand well and which need more time.
  • Flip (formerly Flipgrid): We love Flip for helping teachers connect with students who hate speaking up in class. This innovative (and free!) tech tool lets students post selfie videos in response to teacher prompts. Kids can view each other’s videos, commenting and continuing the conversation in a low-key way.
  • Self-evaluation: Encourage students to use formative assessments to gauge their own progress too. If they struggle with review questions or example problems, they know they’ll need to spend more time studying. This way, they’re not surprised when they don’t do well on a more formal test.

Find a big list of 25 creative and effective formative assessment options here.

Summative assessment in the form of a

Summative assessments are used at the end of a unit or lesson to determine what students have learned. By comparing diagnostic and summative assessments, teachers and learners can get a clearer picture of how much progress they’ve made. Summative assessments are often tests or exams but also include options like essays, projects, and presentations.

How To Use Summative Assessments

The goal of a summative assessment is to find out what students have learned and if their learning matches the goals for a unit or activity. Ensure you match your test questions or assessment activities with specific learning objectives to make the best use of summative assessments.

When possible, use an array of summative assessment options to give all types of learners a chance to demonstrate their knowledge. For instance, some students suffer from severe test anxiety but may still have mastered the skills and concepts and just need another way to show their achievement. Consider ditching the test paper and having a conversation with the student about the topic instead, covering the same basic objectives but without the high-pressure test environment.

Summative assessments are often used for grades, but they’re really about so much more. Encourage students to revisit their tests and exams, finding the right answers to any they originally missed. Think about allowing retakes for those who show dedication to improving on their learning. Drive home the idea that learning is about more than just a grade on a report card.

Examples of Summative Assessments

  • Traditional tests: These might include multiple-choice, matching, and short-answer questions.
  • Essays and research papers: This is another traditional form of summative assessment, typically involving drafts (which are really formative assessments in disguise) and edits before a final copy.
  • Presentations: From oral book reports to persuasive speeches and beyond, presentations are another time-honored form of summative assessment.

Find 25 of our favorite alternative assessments here.

More Types of Assessments

Now that you know the three basic types of assessments, let’s take a look at some of the more specific and advanced terms you’re likely to hear in professional development books and sessions. These assessments may fit into some or all of the broader categories, depending on how they’re used. Here’s what teachers need to know.

Criterion-Referenced Assessments

In this common type of assessment, a student’s knowledge is compared to a standard learning objective. Most summative assessments are designed to measure student mastery of specific learning objectives. The important thing to remember about this type of assessment is that it only compares a student to the expected learning objectives themselves, not to other students.

Chart comparing normative and criterion referenced types of assessment

Many standardized tests are criterion-referenced assessments. A governing board determines the learning objectives for a specific group of students. Then, all students take a standardized test to see if they’ve achieved those objectives.

Find out more about criterion-referenced assessments here.

Norm-Referenced Assessments

These types of assessments do compare student achievement with that of their peers. Students receive a ranking based on their score and potentially on other factors as well. Norm-referenced assessments usually rank on a bell curve, establishing an “average” as well as high performers and low performers.

These assessments can be used as screening for those at risk for poor performance (such as those with learning disabilities) or to identify high-level learners who would thrive on additional challenges. They may also help rank students for college entrance or scholarships, or determine whether a student is ready for a new experience like preschool.

Learn more about norm-referenced assessments here.

Ipsative Assessments

In education, ipsative assessments compare a learner’s present performance to their own past performance, to chart achievement over time. Many educators consider ipsative assessment to be the most important of all , since it helps students and parents truly understand what they’ve accomplished—and sometimes, what they haven’t. It’s all about measuring personal growth.

Comparing the results of pre-tests with final exams is one type of ipsative assessment. Some schools use curriculum-based measurement to track ipsative performance. Kids take regular quick assessments (often weekly) to show their current skill/knowledge level in reading, writing, math, and other basics. Their results are charted, showing their progress over time.

Learn more about ipsative assessment in education here.

Have more questions about the best types of assessments to use with your students? Come ask for advice in the We Are Teachers HELPLINE group on Facebook.

Plus, check out creative ways to check for understanding ..

Learn about the basic types of assessments educators use in and out of the classroom, and how to use them most effectively with students.

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Using Authentic Assessments in Elementary Classrooms

Read full post: Using Authentic Assessments in Elementary Classrooms

If you want to incorporate authentic assessments into your classroom, you have to create authentic tasks for students to complete. Authentic tasks are assignments designed to assess a student's ability to apply a standards-based skill to a real-world situation. For a task to be authentic, it has to have the four characteristics listed below.

Four Characteristics of Authentic Tasks

  • Authentic tasks are performance based.
  • Authentic tasks have a real-life application.
  • Authentic tasks are constructive in nature (students are doing something).
  • Authentic tasks are student structured (students are given a choice).

Tips on Using Authentic Tasks to Assess Students' Knowledge

  • Tip #1: Student interest surveys and multiple intelligence surveys should be used early in the school year to collect data and the learning preferences of students.
  • Tip #2: Choices should be presented to students in ways to perform the task. For example, if you ask students to demonstrate their understanding of a plant cell, students should be able to choose between creating a model, writing an essay, creating a play, etc.
  • Tip #3: Clear rubrics and expectations should be designed yet remain open. If you're asking students to demonstrate their understanding of a plant cell, the required knowledge students are asked to display (parts of a plant cell, description of the functions of the parts of a plant cell, etc.) should be made clear. The authenticity comes in the way students choose to express their understanding.
  • Tip #4: Create/choose an audience to bring authenticity to the task. Instead of having students just create a model, frame the task where they are making a model to be displayed in the school library for younger students to study. If students choose to create a play based on the plant cell, that play should be performed for an audience with a clear purpose. Authentic tasks are no longer authentic if students are not asked to apply their understanding in a real-world scenario.

Be sure to browse our Elementary section for a variety of tools, materials, and resources you can use to teach and assess students.

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  1. Rubric Assessments for Lower Elementary Students

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  2. Rubric Assessments for Lower Elementary Students

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  4. Formative Assessments: Using Quick Assessments to Guide Your

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  5. FREE 9+ Sample Assessment Plan Templates in PDF

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  6. 21 Summative Assessment Examples (2024)

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  3. Elementary Assessment Informal

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COMMENTS

  1. 18 Formative Assessment Examples Elementary Students Love as Much as

    Jumping Letter Recognition. Let's start off with a formative assessment example for primary teachers that doubles as both a letter recognition assessment and an active activity to get some of those wiggles out. Grab the painter's tape, and tape letters to your classroom floor! Students line up, and you call out a letter for students to ...

  2. 75 Formative Assessment Examples (2024)

    Formative Assessment Examples. 1. 1-Minute Check In - Check in with every student in the class for one minute throughout the day to see how they are feeling about their tasks.Use the class roll to keep track. 2. 1-Minute Paper - Students get one minute to write a rapid-fire paper on the topic to try to show their depth of knowledge as fast as possible.

  3. 25 Assessment For Learning Examples To Use With Your Students

    Assessment for learning examples: Teacher assessment. 1. Whole-class questioning. Whole-class questioning is a quick way for the teacher to gather information on the level of understanding of the class a whole. The key here is to ensure that children are given enough time to think and formulate their response.

  4. 15 Formative Assessment Examples for Elementary Students

    15 Formative Assessment Ideas for Elementary Students. 1. Individual White Boards: Give each student a small dry erase board and marker. Pose a question and have them jot down the answers. With a quick glance, you can gauge the overall understanding of your entire class, a swift formative assessment for elementary students.

  5. 22 Simple Assessment Strategies You Can Use Every Day

    Exit tickets make it easy to administer and review student answers. 3. Use quizzes. Give a short quiz at the end of class to check for comprehension. 4. Ask students to summarize. Have students summarize or paraphrase important concepts and lessons. This can be done orally, visually, or otherwise. 5.

  6. 7 Smart, Fast Formative Assessment Strategies

    3. Dipsticks: So-called alternative formative assessments are meant to be as easy and quick as checking the oil in your car, so they're sometimes referred to as dipsticks. These can be things like asking students to: write a letter explaining a key idea to a friend, draw a sketch to visually represent new knowledge, or.

  7. Top 21 Formative Assessment Examples for Teachers ...

    Top 21 Formative Assessment Examples for Teachers That Are Fun and Fast. April 24, 2023. All Posts. Written by Marcus Guido. Reviewed by Meredith Melvin, B.Ed. Free assessment tool. ... the method consists of dividing a task into subtasks and assigning one to each student in a small group. Group members then work to become "experts" about ...

  8. PDF Elementary Education Assessment Handbook

    This handbook includes all materials, directions, prompts, and rubrics for the four tasks within the edTPA Elementary Education assessment—Tasks 1-3 are Elementary Literacy Tasks and Task 4 is an Elementary Mathematics Assessment Task. All four tasks are requirements for licensure in your state. As you prepare your evidence for

  9. 6 Types of Assessment (and How to Use Them)

    A March 2020 study found that providing formal formative assessment evidence such as written feedback and quizzes within or between instructional units helped enhance the effectiveness of formative assessments. Some examples of formative assessments include: Portfolios; Group projects; Progress reports; Class discussions; Entry and exit tickets

  10. Formative and Summative Assessments

    In short, formative assessment occurs throughout a class or course, and seeks to improve student achievement of learning objectives through approaches that can support specific student needs (Theal and Franklin, 2010, p. 151). In contrast, summative assessments evaluate student learning, knowledge, proficiency, or success at the conclusion of ...

  11. A Simple Tool for Aligning Instruction and Assessment

    The tool should be used to align instruction for summative assessments in the form of products, demonstration of a performance task (s), or literary composition. For example, a particular unit or project plan can call students to create written, technology-based, or constructed products (e.g., reports, PSAs, model prototypes, etc.).

  12. PDF Designing Assessment Tasks FOR Learning Guidelines and Examples from

    Guidelines and Examples from Practice Task Design Checklist Here are some key principles to guide you in designing your assessment tasks. 1. Assessment FOR Learning Does the task clearly align with a specific outcome or outcomes? Is the task the best possible means for developing and evaluating the particular learning? Do learning and teaching ...

  13. 15 Authentic Assessment Examples (Definition and Critique)

    Authentic assessment is a way of assessing student learning by having students apply what they learned to real-life scenarios. The goal is for students to demonstrate they have learned the material by transferring classroom knowledge to situations that resemble the outside world. So, the teacher creates various situations that mimic those found ...

  14. edTPA

    Planning for edTPA. Understanding edTPA Language. Describing Your Context for Learning. Developing a Learning Segment. Using Researh/Theory to Support Choices. edTPA Documents. Samples. Support for Video Recording. Language Demands.

  15. 10 Summative Assessment Examples to Try This School Year

    Take one-minute papers, for example. Giving your students a solo writing task about today's lesson can help you see how well students understand new content. Catching these struggles or learning gaps immediately is better than finding out during a summative assessment. Such an assessment could include: In-lesson polls; Partner quizzes; Self ...

  16. Formative, Summative & More Types of Assessments in Education

    St. Paul American School. There are three broad types of assessments: diagnostic, formative, and summative. These take place throughout the learning process, helping students and teachers gauge learning. Within those three broad categories, you'll find other types of assessment, such as ipsative, norm-referenced, and criterion-referenced.

  17. Using Authentic Assessments in Elementary Classrooms

    Tips on Using Authentic Tasks to Assess Students' Knowledge. Tip #1: Student interest surveys and multiple intelligence surveys should be used early in the school year to collect data and the learning preferences of students. Tip #2: Choices should be presented to students in ways to perform the task. For example, if you ask students to ...

  18. PDF TASK 3: ASSESSMENT COMMENTARY

    improved their scores from their pre-assessment to post-assessment which shows great growth for an extension onto a first grade standard.] b. Provide a graphic (table or chart) or narrative that summarizes student learning for your whole class. Be sure to summarize student learning for all evaluation criteria submitted in Assessment Task 3, Part D.

  19. 15 Assessment Activities That Are Fast, Fun, and Formative

    Formative assessment is an assessment that's both for learning and as learning. This continual cycle of feedback and improvement makes learning useful and effective. Try these assessment activities with your learners and see the results for yourself. 15 Formative Assessment Activities You'll Love Using. 1.

  20. PDF Elementary Education: Literacy with Mathematics Task 4

    Task 4: Elementary Mathematics Assessment Task—For the Elementary Mathematics Task, you will focus on analysis of your students' learning in mathematics (drawn from a learning segment . of 3-5 lessons) and a re-engagement . lesson that addresses your students' learning needs. If your program requires you to submit artifacts . and ...

  21. PDF PPAT Library of Examples

    PPAT® Assessment. Library of Examples - Elementary Education. Task 2, Step 1, Textbox 2.1.2: Preparing Learners for the Assessment. Below are two examples of written responses to Textbox 2.1.2 as excerpted from the portfolios of two different candidates. The candidate responses were not corrected or changed from what was submitted.

  22. Writing assessment tasks

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  23. Edutopia

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  24. What records are exempted from FERPA?

    What records are exempted from FERPA? Records which are kept in the sole possession of the maker of the records, are used only as a personal memory aid, and are not accessible or revealed to any other person except a temporary substitute for the maker of the records. Records of the law enforcement unit of an educational agency or institution.