Assessment

Citation Assessment How/why would you utilize Strengths Limitations

Type this assessment? When is it
appropriate? Group of
students most appropriate to
use with?
1. Socrative Meet Formative When the opportunity for The results are shared All students need access
Socrative. and quick questions presents in real-time with the to a device, so if there
(n.d.). Summative itself, Socrative is a handy teacher and are made are limited resources,
Retrieved tool to gather student available to be shared whole group activities
September understanding. Whether it’s via email, printed, or using Socrative may be
4, 2018, in the middle of a lesson, an saved as a PDF in an unavailable to use in
from exit ticket, or an end of unit organized, itemized the classroom.
https://www assessment, the teacher can manner.
.socrative.co make the activities or
m/ quizzes available to students
in a moments notice.
Students of all ages can
benefit from the use of
Socrative, though it would be
a bit easier for older students
who can read well and
navigate online interfaces
more simply.
2. Kahoot Learning Formative To see what kind of This allows students a Some students may
Games | connections students are sense of anonymity, have difficulty making
Make making, the teacher can which can often sense of the question in
Learning provide the class with a code encourage a more the same time frame as
Awesome! and they can anonymously honest response and majority of their peers,
(2018, answer questions to more overall and as they activity
August 31). prompts. This technology participation because progresses, they are
 Retrieved tool is most appropriate for students don’t have the becoming less and less
September older students, and in threat of feeling involved because their
4, 2018, classrooms where all embarrassed if their still pondering on
from students have access to a responses are previous questions.
https://kaho device, whether individually incorrect, or different
ot.com/ or in pairs. from their peers.

3. Quizziz Quizizz: Formative As a flipped classroom The results are given If students don’t have
Free assignment, students can be immediately to the access to a device with
quizzes for given a code to access the teacher, who could internet capabilities
every quiz at home, where they can review the results to outside of the
student. work at their own pace! It’s adjust instructional classroom, it may not
(n.d.). important to take into goals for in-class be beneficial to assign
Retrieved consideration whether or not explicit instruction. the quiz as homework.
September students have access to
4, 2018, devices connected to the
from internet at home. If not,
https://qui creating time for individuals
zizz.com/ who did not have an
opportunity to do it at home,
to do it at school with the
same time flexibility they
would have had.
4. Quizlet Live Quizlet Live Formative To teach vocabulary or It’s a fun way to If groups become overly
Classroom information students need to reinforce group competitive, the
and know by memory, teachers collaboration, learning environment can
Learning can input all the necessary objectives and healthy quickly turn away from
Game. information into a Quizlet. competition within the the original learning
(n.d.). Quizlet Live is advertised as classroom. Students target and get blurred
Retrieved a collaborative classroom are engaged in a fun by emotion, contention
 September game because students activity, while also and distractions.
4, 2018, compete in teams to play the learning – even though
from game that reinforces the it won’t feel like
https://qui learning objectives, whether “learning”!
zlet.com/fe it be vocabulary, historical
atures/live facts, scientific procedures or
math facts. This activity is
most appropriate for
students of higher grade
levels, who have access to
technology.
5. SMART Lab Technologi Formative Teachers can use SMART Lab Many activities have Students may become
es, S. (n.d.). technology to develop, share, already been made by distracted by turn
Classroom or access predesigned games other educators, so taking, fairness or other
Activities | that serve as a learning teachers can save competitive
SMART Lab activity. During a phonics planning time by consequences and lose
- SMART lesson, students can be identifying an sight of the main
Technologi engaged in an interactive appropriate activity objective for the
es. simulation on the SMART that meets the content activity.
Retrieved board, or other device, to objectives and the
September demonstrate their needs of their students.
4, 2018, phonological awareness.
from SMART Lab is so easy to use,
https://edu students as low as Pre-K and
cation.smar as high as college can benefit
ttech.com/ from the technology being
products/s made available to them in
mart- the classroom.
learning-
suite/smart
 -lab
6. Nearpod Transformin Formative Nearpod can be presented to When using Nearpod, From a design
g Teaching. and the class as a Live Lesson, or teachers don’t have to standpoint, Nearpod’s
Together. Summative as a student-paced module. transition from basic plan offers limited
(n.d.). When using a flipped presentation, to a fonts, backgrounds and
Retrieved classroom model, Nearpod is formative assessment, design features. To
September an excellent tool to allow back to the make a more
3, 2018, students to prepare for their presentation. Making aesthetically pleasing
from next class by working the most of every presentation, it’s better
https://nearp through a student-paced moment is part of the to design it in a
od.com/ module and the teacher can art of effective platform such as
see their results to know teaching, and using PowerPoint and then
what content areas are being Nearpod helps make uploading it to Nearpod.
understood fluently or need that possible. Then you can insert the
to be focused on in future interactive portions of
lessons. the lesson.
7. Edpuzzle Edpuzzle. Formative I would utilize this Edpuzzle allows This assessment tool
(n.d.). assessment tool to reinforce teachers to embed doesn’t provide an
Retrieved content knowledge videos they’ve found or extensive variety of
August 31, previously introduced with created, and to see student response.
2018, from the aid of audio and visuals. how the students pace Having opportunities to
https://edpu An appropriate time to use themselves through know what the student
zzle.com/ this assessment tool would the content. If a is thinking and asking
be for differentiation. The student watches them to make sense of
video could be varied to segments multiple their thoughts helps
meet the needs of different times, that data will be make formative
learners. Some could be visible by the teacher. assessments most
more in-depth for learners In addition, teachers successful and could
who could be challenged can input interactive provide clarification on
with more information while questions for students where the
 others could be simplified to to engage in misconception/misund
help struggling learners throughout their self- erstanding lies
make sense of the standard paced learning, which specifically for the
content knowledge. the teacher can view in student.
real time.
8. Plickers Plickers. Formative Plickers can be used as a Plickers is a formative While unlikely in this
(n.d.). and formative or summative assessment that can be era of technology, if the
Retrieved Summative assessment, depending on used in classrooms teacher also doesn’t
August 31, the material being assessed where 1-to-1 devices have access to a device,
2018, from and the objective for the data are unavailable, as they which is required to
https://www collected. This assessment use printed cards to retrieve the data from
.plickers.co tool is appropriate most display their the students’ card
m/ often for formative responses, rather than responses, then this
assessments, when a teacher submitting a response assessment tool will not
is trying to quickly gather via the internet. work effectively in the
whole-class information. classroom.
This online tool provides
instant feedback which
allows for an efficient use of
instructional time.
9. Graphic Richter, J. Formative I would use this assessment Graphic organizers If students are not
Organizers (n.d.). Using tool to see what connections allow students to take understanding the
Graphic students are making during concepts that make concepts, they may feel
Organizers their learning. sense in their mind and at a loss when trying to
as create those complete the graphic
Assessment connections on paper, organizer and may
Tools. in an organized format become disinterested in
Retrieved that increases overall the learning target.
September understanding.
3, 2018,
 from
https://study
.com/acade
my/lesson/u
sing-
graphic-
organizers-
as-
assessment-
tools.html

10. Padlet Padlet is the Formative One way to use Padlet as an Students are able to If students are not
easiest way assessment tool is to have input a picture, video, intrinsically motivated
to create students create and website links as to focus on the task at
and presentations that responses on Padlet. hand, they may easily
collaborate demonstrate their For students who may get distracted by the
in the world. understanding of their have difficulty finding picture, video and
(n.d.). content knowledge on the many words to express website link options
Retrieved topic, using the tools their understanding, and forget what the
September available to them on the they may utilize these main goal of the activity
3, 2018, Padlet platform. This site tools to do so. is.
from allows for easy group Moreover, allowing
https://padle involvement where each students to select
t.com/ student can be working on photos, videos, and
their own device, allowing links allows them to
for students to work on the think more deeply
assignment from anywhere, about the content and
not just at school. The be more engaged in
teacher can access the their learning.
website link at any point
 during the assignment
development and see where
students may need support.
11. Exit Slip Marzano, R. Formative While introducing a new Teachers are able to Students may not be
J. (2012, concept, if I feel majority of pinpoint honest in their
October). my students are not misconceptions/misun responses if asked to
Art and understanding, I would derstandings share how they are
Science of present an Exit Slip question immediately, while it’s feeling about their level
Teaching / or task and use the student still fresh on the of understanding.
The Many responses to see where the students’ mind, rather
Uses of Exit misconceptions lie so I can than waiting until the
Slips. reteach more effectively the next day.
Retrieved next day.
September
3, 2018,
from
http://www.
ascd.org/pu
blications/e
ducational-
leadership/o
ct12/vol70/n
um02/The-
Many-Uses-
of-Exit-
Slips.aspx
12. Pre- Pre- Formative It’s important not to assume Instructional time is a Students may not be
Assessments Assessment what students may or may precious commodity able to activate their
Strategies. not when approaching a new within the classroom, prior knowledge or may
(n.d.). unit of learning. and it’s the teachers get lucky on guesses, if
Retrieved Administering a pre- responsibility to the test is multiple
 September assessment allows teachers ensure they are using choice, which varies the
3, 2018, to take the data from the that time efficiently. authenticity of the
from results to determine which Pre-assessments help results. Asking open-
https://hersh areas need much focus and teachers gather ended questions would
eyk12.instru which areas the students information they can be best.
cture.com/c have decent prior knowledge use to develop a clear
ourses/239/ on to make the most of their purpose and learning
pages/pre- instructional time. targets best suited to
assessment- their classes needs.
strategies

13. Post- Stearns, C. Summative Post-Assessments are This assessment tool is Summative
Assessments (n.d.). Post administered at the end of a cumulative for a unit assessments can
Assessment unit to determine how much and the data can be sometimes be quite
Activities. content knowledge was used to decide which stressful for students as
Retrieved learned by the students. learning activity types the weight of the test,
September Using this type of assessment were most effective the amount of content
3, 2018, is beneficial to the teacher, and which areas can be being tested and the
from administration and the improved upon, from a stigma around
https://study district to determine the teaching standpoint. summative assessments
.com/acade effectiveness of the teacher, can be daunting for a
my/lesson/p the curriculum and the student, causing them
ost- learning activities designed to have test anxiety or
assessment- for student engagement. perform below their
activities.ht norm.
ml

14. Self- Renard, L. Formative Having a location in the Teachers can use their If the classroom doesn’t
Assessment (2017, June classroom with a own various forms of feel like a safe learning
30). measurement tool (for formative assessments environment, there’s a
Stimulate example, a red/yellow/green to develop a consensus high risk of students
 your light) and periodically asking on how they feel the not being completely
students students to place a student is performing honest in their self-
with these clothespin with their name in regard to the assessment due to a
10 creative on it on the color they feel content standards, but fear of peer perception.
self represents their there is value in
assessment understanding of a concept knowing how a
ideas. allows students to self- student feels they are
Retrieved assess. This relinquishes the doing. Creating
September responsibility of learning to realistic expectations
3, 2018, the student and keeps the and nurturing those
from teacher from becoming the with child-friendly
https://www only voice of reason when it approaches is an
.bookwidget comes to a student’s learning important part of
s.com/blog/ experiences. Students of all developing a healthy
2017/06/sti ages can benefit from this academic foundation
mulate- critical thinking skill. for life-long learners.
your-
students-
with-these-
10-creative-
self-
assessment-
ideas

15. Think- All About Formative Collaboration with peers is Students may benefit Given these
Pair-Share Adolescent proven to be one of the most greatly from hearing conversations between
Literacy. effective strategies for their peers’ students often occur in
(n.d.). student learning, especially interpretations of the the matter of minutes,
Retrieved for ESOL students. Across all lesson. Students will it’s important to
September subjects, this formative have the opportunity consider one student
3, 2018, assessment tool can be to hear opinions and may dominate the
 from utilized effectively. ELA? ideas that may differ conversation causing it
http://www. Think-Pair-Share to from there own, to be one-sided and the
adlit.org/stra foreshadow what might allowing for critical other student feeling
tegies/2327 happen next in the story. thinking to take place unheard.
7/ Math? Think-Pair-Share as they discuss the
about an efficient strategy to topic.
use to solve this problem.
Science? Think-Pair-Share
about your hypothesis to this
experiment. The
opportunities for this
assessment tool are endless.
16. Dyer, K. Formative During a math lesson I would This strategy allows If the questions are too
Questioning (2013, walk around while students for open dialogue simple, they will not
November are working on making sense between the teacher invoke higher order
13). of a concept and ask higher and the student. The thinking. On the other
Formative order thinking questions and teacher is able to hand, if they are too
Assessment wait patiently for their scaffold the learning complex, they may
Strategies: thoughtful responses. I for the student to help cause students to feel
Asking would be careful not to them become more discouraged or
Powerful provide validating responses fluent in their embarrassed, which is
Questions to their shared thoughts. conceptual never the goal.
for Greater Rather, I would leave them understanding.
Student with a question or a response
Engagement that leaves them thinking
. Retrieved more deeply about their
September conceptual understanding.
4, 2018,
from
https://www
 .nwea.org/bl
og/2013/for
mative-
assessment-
strategies-
asking-
powerful-
questions-
greater-
student-
engagement
/

17. Georgia Georgia Summative Despite much controversy, Students who need The test is the same for
Milestones Milestones standardized testing is accommodations for all students, despite
Assessment administered nation wide for this type of summative their academic level
System. various purposes. The Board assessment are and their individualized
(n.d.). of Education and the district provided the resources learning styles. The
Retrieved use the data to determine the they need. For testing environment
September efficiency of the education example, the test being and stigma is negative
4, 2018, programs, and schools use read to them, or extra and creates stress on
from the data in student time to work through teachers and students.
http://www. placement for the following the test.
gadoe.org/C year.
urriculum-
Instruction-
and-
Assessment/
Assessment/
Pages/Geor
gia-
 Milestones-
Assessment-
System.aspx

18. Running About Formative For determining a student’s Running Records allow Students may memorize
Record Running and LEXIL reading level, I would teachers to identify the text; students may
Records. Summative administer individual common miscues and rely on context (for
(n.d.). running record assessments errors students make example, pictures) even
Retrieved for all students. This tool when reading. This though they can read
September helps identify a student’s provides teachers with the text, they will result
4, 2018, independent reading level as information needed to in miscues; students
from well as their instructional make more may be unfocused and
https://ww reading level. It’s crucial to appropriate lessons make more errors than
w.readinga- literacy development not to catering to student’s they normally would,
z.com/help give students text that is needs. resulting in inaccurate
ful- much too easy to read, or far data.
tools/about too difficult for them to read,
-running- especially when reading
records/ independently.
19. Journals Finley, T. Formative One common example of Not only will students Some students don’t
(2010, journaling is during writing write their own enjoy writing, or being
September workshops. Teachers can narratives, letters, creative in that way, so
1). The present a prompt to the class questions and they may do the bare
Importance and students will respond by thoughts, but hopefully minimum, which
of Student writing in their journals. they will be able to see doesn’t necessarily
Journals and Teachers can use this outlet their writing progress reflect their writing
How to to see what learned writing as time goes on. It’s a knowledge/phase.
Respond components students are safe space for them to
Efficiently. applying to their writing and apply newly learned
Retrieved what stages they are in. strategies and be
 September inventive/creative.
4, 2018,
from
https://www
.edutopia.or
g/blog/stude
nt-journals-
efficient-
teacher-
responses

20. Observatio Formative While students are working Observing students Students may notice the
Observations n on a task, I would be walking discretely can help teacher is observing
Assessment around with a clipboard and teachers gain authentic and making notes on
Instrument. paper, or a data tracking information about specific things, and will
(n.d.). sheet, to document what a student is, or change their behavior
Retrieved dispositions, conversations, isn’t, understanding; to be in accordance
September problem-solving strategies the student’s attitude with what they believe
4, 2018, and other established towards a learning the teacher is hoping to
from targets. This can be done for target. see, thus giving non-
https://fort a whole group, centralized authentic data.
resslearnin groups, or individual
g.com.au/c students. For the
ert-iv- observations to be most
content/ass effective, they should be
ess/observ focused on specific targets
ation- and purposes.
assessment
-
instrument
 /
21. Peer Peer Formative Occasionally allowing Collaboration amongst If students are fearful of
Evaluations Assessment. students to hold their peers students can scaffold being honest, for
(n.d.). accountable for their learning so, various reasons, they
Retrieved collective and individual collectively, students may lie to maintain
September learning has its benefits. are able to reach their reputation.
4, 2018, Students who don’t higher knowledge than
from participate in collaborative they could on their
https://teach efforts, students who own. Establishing an
ingcommon commandeer the learning understanding that
s.stanford.e opportunities in a your quality of work,
du/resources collaboration or groups who and your behavior
/teaching/ev respectfully and within your group is
aluating- appropriately participate in going to be assessed
students/ass group collaboration help helps students take
essing- teachers identify students to responsibility for their
student- pay more attention to during learning and their
learning/pee group work. If a student isn’t disposition.
r- participating, the teacher can
assessment observe why that might be. If
a student is taking control of
a group, the teacher can
encourage better leadership
qualities for the student to be
mindful of.
22. Spelling Spence, B. Formative Before a unit is introduced, a Teachers can use the Students may have a
Inventory (n.d.). and spelling inventory could be results of the spelling difficult time spelling
Informal Summative administered. In the middle inventory to address words with no other
Reading/Sp of the unit, the same words specific needs of context available to
elling could be reassessed to help individual students, or them, for example:
 Assessment the teacher pinpoint what the whole class to pictures, sentences,
s. Retrieved spelling errors are occurring ensure the necessary word banks, etc.
September most frequently so they can academic language for
4, 2018, reteach any phonics the unit is being
from necessary before the learned by the
https://thisre summative spelling students.
adingmama. inventory is administered at
com/resourc the end of the unit.
es-
links/inform
al-
readingspell
ing-
assessments
/

23. Quizzes Rathburn, S. Formative There are many resources Quizzes give students Students may answer
(n.d.). The and available now for quizzes, and teachers questions using rote
Quiz: A Summative especially through the use of immediate results, memory or a lucky
Quick technology. Having short allowing teachers to guess, which doesn’t
Assessment quizzes that address whether provide effective, accurately demonstrate
Tool. or not the students are immediate feedback to their level of
Retrieved reaching the learning targets students, which is one understanding.
September after each section of a unit of the critical
4, 2018, allows the teacher to know components of
from what to reteach, when to assessments.
https://tilt.co move forward or when to
lostate.edu/t stay focused on a particular
eachingRes topic. Due to the variety of
ources/tips/t quiz formats available,
ip.cfm?tipid
 =69 students of all ages can
participate in them!
24. Surveys Tools - Formative If I introduced a new Surveys provide Students, especially
Surveys. learning activity, strategy, or immediate results that young students, are
(n.d.). concept I could provide teachers can consider eager to please their
Retrieved students with a survey to see to determine whether teachers so they may be
September how they enjoyed the or not to adjust dishonest about their
4, 2018, activity, whether or not they instruction to meet the opinion just because
from are understanding the needs of the various they think a different
https://www strategy or the concept. learning types in the response than the truth
.swarthmore Students young and old can classroom. Sometimes is what the teacher
.edu/assess benefit from feeling like their what the teacher actually wants.
ment/tools- opinion is being validated in thinks is fun or
surveys the classroom and their interesting, isn’t what
learning preferences are the students are
being considered. interested in causing a
disconnect.
25. Portfolios McDonald, Formative Creating an online portfolio Students and teachers Creating artifacts of this
E. (2011). and is a way for teachers to can document the magnitude can be time
Student Summative incorporate technology into progression of learning consuming,
Portfolios as the learning environment. over a course of time overwhelming and may
an There are many safe sites and can implement become disorganized
Assessment available to teachers and different resources quickly.
Tool. students for an artifact of this available to students
Retrieved sort to be developed, shared that can help them dig
September and assessed. However, an deeper, make stronger
4, 2018, online portfolio is most connections and
from appropriate for students in establish a better
https://www higher grade levels, say 3
rd overall comprehension
.educationw grade and up, it could be of the content matter.
 orld.com/a_ differentiated for younger
curr/column students to utilize other
ists/mcdonal basic productivity tools to
d/mcdonald create a physical artifact with
025.shtml the assistance of the teacher.