Formative assessment – freeing ourselves from the stress to assess

A really quick post (I’ve got moderation to do…) just to offload some of the thoughts in my head about assessment…

  1. Sometimes – or even a lot of the time – we need to assess things that don’t look like the final outcome.

formative assessment may 2017

If you are a rugby coach, you use drills to teach the skills you need for a match. If you are musician, you practise scales and studies to build up the skills you need for a performance.

We can’t just assess performances all the time.

Today with my Year 7s I was assessing how well they could play major and minor chords on the keyboard. There are different parts to this: knowing where the notes are, knowing what a semitone is, which way is ‘up’, remembering ‘4 then 3’ and ‘3 then 4’ rule for major and minor, and getting your fingers organised on the keys. That’s quite enough for one assessment!

Getting round them all, though, is a lengthy job. Life’s too short!

So I said that if they showed skills that were good enough to be an assessor, I would give them a hat. (Hats as motivators – never fails for some reason) Then they could help me work round and assess the rest of the class.

It worked brilliantly. Here they are in their hats (left over from a production of Cabaret):

Year 7 hats

2. Taking away ANY kind of numbers reduces the stress to assess.

We have moved from this:

Screen Shot 2015-08-14 at 19.37.54

To this:

3-point-radar-2017

It used to result in a mark out of 60 (12 x marks out of 5). Now it doesn’t – it just goes on a spreadsheet to show who has demonstrated what skills, and whether they’ve done it really well or not.

So if you don’t assess all 12 things on the radar, no sweat. They just do the ones they can.

And relax!

 

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