#learningcycle

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Assessments After ELA Lessons

This is an example of how students can use the skills and information they have obtained from instructional material after the instructional period and for an activity that has power and purpose beyond the classroom.

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Assessment Before ELA Lessons

Before beginning a lesson on fate and legacies in Macbeth, students would reflect on their own ideas of fate, legacies, and achievements. Assessments like this before ELA instruction would allow educators to understand what students alredy know so that class time is used efficiently, understand what students want to know and what they do not know before really diving into the instructional materials.

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Assessment During ELA Lessons

A “bellringer” where students are asked to reflect on their reading of The Color of Water and their understanding of the text’s characters.

After a lesson on integrating quotes, students were given quotes and tasked with writing their own sentences with properly integrated quotes.

For both of these examples, students were given choice and the opportunity to work with ideas, themes, and/or mediums which are culturally relevant to them and the things in their lives.

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Assessment Throughout Instruction

Assessment is not an end of the unit task. Instead, assessment is something which should be on-going throughout the entire school year, before, during, and after instructional learning. Assessments are both measures of learning and for learning and this occurs throughout the learning process in different patterns and ways. Assessments should reveal student learning and thinking so that at any point in the period of instruction, educators can adapt and evolve along with their students instead of “parking and barking” and moving on without checking for understanding.

Assessment Before: diagnostic tests, surveys, graffiti walls, “pick-a-side,” speed debates

Assessment During: Checking in with students individually or in groups during lessons, short written responses/1 minute essays, exit-slips, bellringers

Assessment After: Performances, tableaux, multi-modal projects, essays

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The Role of End-of-Unit Assessments

End-of-unit/culminating assessments are not more significant than formative checks because the goal of learning should be the process rather than the outcome.

As educators, we must “take deliberate steps to select and organize multiple artifacts representing student learning” and we must recognize that “collecting and analyzing data from multiple sources over time can provide a more powerful tool for understanding students’ interests, abilities, needs, and values” (Edwards et al 683).

The skills students are learning and engaging with through their course work is just as important if not more so than their ability to complete and submit a cumulative assignment that may or may not include and make use of those skills.

While end-of-unit assessments can provide educators with an assessment of their students’ understanding of the materials of that particular unit, it may not provide them with an idea of how their students are engaging with and applying the skills they learned throughout instruction.

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