In today's data-driven educational landscape, the ability to use assessment to accurately measure student learning is essential for improving teaching and learning outcomes. In a previous blog post, we introduced Making Sense of Educational Assessment, a fact sheet designed to help educators understand the various types of assessments and how they can be used to enhance instruction. In this blog post, we share an activity that uses this fact sheet to help educators in Maine better understand and implement assessment strategies that are purposeful and effective.
A Card Sorting Activity
Earlier this year, REL Northeast & Islands conducted coaching sessions for Maine educators who were working to implement new, innovative programs, such as outdoor education, remote learning, and other out-of-school learning opportunities, through the Rethinking Responsive Education Ventures project. These teachers needed support determining the types of assessment data needed for improving their innovative programs and for evaluating student learning. To support teachers in gaining deeper insight into assessment types, we designed a card sorting activity using the Making Sense of Educational Assessment fact sheet.
For the activity, each card listed a type of assessment data (e.g., exit ticket, homework, SAT scores, observation notes, and student self-assessments). Educators received a sorting grid that included four categories of assessment--diagnostic, formative, interim, and summative--as well as the assessment fact sheet. During the activity, participants worked in pairs or small groups, discussing which category on the sorting grid each assessment belonged in. Participants could refer to the definitions in the fact sheet for help. As participants engaged in this activity, they had the opportunity to consider the types of assessment data they had, how they were using it, and which additional data they needed.
Participants in each session engaged in a lively, thoughtful discussion during the card-sorting activity. As they contemplated how they use homework, for example, they considered what types of assignments they gave, for what purpose, how or whether homework was graded, and whether it provided useful data. Workshop participants realized that even assessments that are designed for a specific purpose might be used differently. For example, common assessments can help educators identify where students are having difficulty and provide insight into different strategies and approaches.
The Power of Reflection and Action
Participants shared that having the opportunity to understand, discuss, and reflect on the assessment data they were collecting--and might want to collect in the future--was one of the most valuable parts of the coaching session. One participant said, "I think having a lot of discussion time to think about what assessment evidence is was very helpful." Another stated, "Diving into the types of assessments gave [me] a better understanding of the differences."
The aim of this card-sorting activity was not only to categorize assessments but also to build a deeper understanding of how different types of assessments serve unique objectives in the learning process. By reflecting on their assessment techniques, educators could identify gaps, refine their strategies, and ultimately enhance their teaching practices. The Making Sense of Educational Assessment fact sheet is an excellent starting point for building teachers' assessment knowledge and an ideal reference tool for this activity.
Below are the Card Sorting Activity instructions and materials. We hope you find this activity helpful for building assessment capacity with educators in your school or district!
Activity: Sorting Sample Assessments
Objective: Participants will sort sample assessments into diagnostic, formative, interim, and summative categories, reflect on the types of data they collect, and evaluate the effectiveness of their current assessment strategies.
Materials Needed:
- The Making Sense of Educational Assessment fact sheet.
- A set of sample assessment cards. In addition to those provided, create cards listing the specific assessments typically used in your setting.
- A copy of the sorting grid.
Steps:
- Introduction: Begin by providing a brief overview of the different types of assessments--including explaining the differences between diagnostic versus formative assessment and interim versus summative assessment, as outlined in the fact sheet. Ensure that all participants have a copy of the fact sheet for reference.
- Sorting Activity: Give each group of participants a set of the sample assessment cards and a copy of the sorting matrix. Ask them to work together to sort each assessment into one of the four boxes in the sorting grid: diagnostic, formative, interim, or summative. Encourage them to discuss their reasoning and refer to the fact sheet as needed.
- Group Discussion: Once the groups have completed their sorting, bring everyone together for a group discussion. Each group should explain how they categorized their assessments and share any challenges they encountered during the process.
- Reflection: Provide participants with reflection prompts such as:
- What types of assessments do you most frequently use in your practice?
- Are there any types of assessments you rarely use? Why?
- How well do the assessments you use align with their intended purposes?
- What changes might you consider making to your assessment practices?
Action Planning: Conclude the activity by encouraging participants to identify at least one change they will make to their assessment practices based on what they have learned. Have them document this commitment and, if possible, share it with a colleague for accountability.
