11.5 Selecting appropriate assessment techniques ii: types of  (Page 7/2)

One of the challenges for beginning teachers is to select and use appropriate assessment techniques. In this section we summarize the wide variety of types of assessments that classroom teachers use. First we discuss the informal techniques teachers use during instruction that typically require instantaneous decisions. Then we consider formal assessment techniques that teachers plan before instruction and allow for reflective decisions.

Teachers’ observation, questioning, and record keeping

During teaching, teachers not only have to communicate the information they planned but also continuously monitor students’ learning and motivation in order to determine whether modifications have to be made (Airasian, 2005). Beginning teachers find this more difficult than experienced teachers because of the complex cognitive skills required to improvise and be responsive to students needs while simultaneously keeping in mind the goals and plans of the lesson (Borko&Livingston, 1989). The informal assessment strategies teachers most often use during instruction are observation and questioning.

Observation

Effective teachers observe their students from the time they enter the classroom. Some teachers greet their students at the door not only to welcome them but also to observe their mood and motivation. Are Hannah and Naomi still not talking to each other? Does Ethan have his materials with him? Gaining information on such questions can help the teacher foster student learning more effectively (e.g. suggesting Ethan goes back to his locker to get his materials before the bell rings or avoiding assigning Hannah and Naomi to the same group).

During instruction, teachers observe students’ behavior to gain information about students’ level of interest and understanding of the material or activity. Observation includes looking at non-verbal behaviors as well as listening to what the students are saying. For example, a teacher may observe that a number of students are looking out of the window rather than watching the science demonstration, or a teacher may hear students making comments in their group indicating they do not understand what they are supposed to be doing. Observations also help teachers decide which student to call on next, whether to speed up or slow down the pace of the lesson, when more examples are needed, whether to begin or end an activity, how well students are performing a physical activity, and if there are potential behavior problems (Airasian, 2005). Many teachers find that moving around the classroom helps them observe more effectively because they can see more students from a variety of perspectives. However, the fast pace and complexity of most classrooms makes it difficult for teachers to gain as much information as they want.

Questioning

Teachers ask questions for many instructional reasons including keeping students’ attention on the lesson, highlighting important points and ideas, promoting critical thinking, allowing students’ to learn from each others answers, and providing information about students’ learning. Devising good appropriate questions and using students’ responses to make effective instantaneous instructional decisions is very difficult. Some strategies to improve questioning include planning and writing down the instructional questions that will be asked, allowing sufficient wait time for students to respond, listening carefully to what students say rather than listening for what is expected, varying the types of questions asked, making sure some of the questions are higher level, and asking follow-up questions.