Multiple Measures of Student Learning

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by Ellen Moir on Mon, 07/12/2010 - 8:32am

We know good teaching makes a measurable difference in student learning throughout the year. 

We at the New Teacher Center are curious what you think are some of the more valid and scalable approaches to collecting multiple measures of student learning throughout the year. 

How do you know when your students are learning?"
 

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1 comment posted
Dave Orphal's picture
Submitted by Dave Orphal on Thu, 07/15/2010 - 9:47am
For daily learning targets, I use short formative assessments to check for understanding. We use Call-and-Response, Small White-board responses, Thumbs-Up or Down, Exist Slips, or many other tools to see if students get the key concepts with only 2-3 questions. With these I can see if I need to do some re-teaching or check in with my colleagues about how they teach similar material if it seems that the whole class is having difficulties. If only one or two students are struggling, I can identify them and direct more resources their way.
 
For long-term or unit goals, I prefer finding ways for students to perform as their assessment. Public performance increases motivation, as students are concerned that they look their best when others beside the teacher will be looking at their work. I also find that performances (be they short speeches, published essays, web-pages, etc…) are more authentic than a multiple-choice test. They are more fun than a test and allow/encourage students to use multiple skills and intelligences in creating their performance.