Embedded assessment differs from outcomes assessment in that it occurs throughout a unit in order to chart progress, rather than at the end of a unit to measure the level to which objectives have been mastered. This is also referred to as formative assessment. Embedded assessment raises student achievement, and this week we present tips about using embedded assessment in your classroom.
This Week's Tips
Share Learning Objectives and Criteria for Achievement (Monday)
Prepare students for learning by posting and explaining both the learning objectives and measures for mastery at the beginning of each lesson. This information initiates reflection and allows students to begin to monitor individual progress. Dialogue concerning the expected outcomes is important and may take the form of breaking the outcome into smaller achievable steps. If a lesson extends beyond one class period, use large sheets of paper or a transparency to post all learning objectives for the unit. Additionally, requiring students to copy objectives and evaluation criteria will reinforce intake and self-reflection.
Involve Students in Self-Assessment (Tuesday)
Plan methods for self-assessment concerning the learning objectives and evaluation criteria. Conclude each lesson by asking students to write succinct learning statements in their learning logs about the daily objectives. Provide a series of questions about the objectives and pair students to conduct learning interviews at the end of class. Expand a unit by distributing a survey inquiring what further information students would like to have and arrange a discovery period for delving and sharing.
Model Quality to Improve Performance (Wednesday)
Provide examples of work that meet each level of mastery, and talk with students about possible improvements to the work. Use examples of work from previous semesters. Ask students to evaluate these anonymous examples, and then to apply the same process independently to their own work. Highlight student work that meets or exceeds evaluation criteria.
Provide Appropriate Feedback Promptly (Thursday)
Feedback is crucial to assessment for learning. Oral feedback given during a task, while the feedback is relevant, is most effective. Consider how a person learns to swing a golf club or sew a straight seam or bake perfect cookies—by immediately affirming what is right and correcting what is wrong, and then trying again. Feedback should not tell students how to correct their work, but should instead cause application of acquired knowledge or support in using that knowledge.
Create Opportunities for Students to Gauge Learning (Friday)
Allow students to gauge actual learning and optimal learning. By measuring the gap between the two, students can begin to take action to reach optimal learning. Modeling and providing opportunities for self-evaluation and peer talk allows students to begin to understand what needs to happen to increase learning. The teacher cannot simply tell students what needs to happen. When students decipher for themselves what is preventing optimal learning, they actually increase learning.
