Classroom Assessment: Minute by Minute, Day by Day

Leahy, S., Lyon, C., Thompson, M., & Wiliam, D. (2005). Classroom assessment: minute by minute, day by day. Educational Leaders, 63(3), 19-24. Retrieved from http://meade.k12.sd.us/PASS/Pass%20Adobe%20Files/March%20Pass%20Training%20Files/classroom%20assess%20article%20ed%20lead.pdf

As Educators we know that assessing our students is imperative in understanding the depth at which our students have comprehended what we have taught. Most assessments are given at the end of a unit or formal testing is given every 6-10 weeks. The dilemma that arises with these types of assessments is that by the time the results are given,  it’s too late to return to that specific unit or subject of study and make modifications (Leahy, Lyon, Thompson, and Wiliam, 2005).  

The new trend for teaching is utilizing in-class assessments. These assessments can be used during instruction in order for the teacher to gage whether her students have comprehended the immediate material or whether she needs to revisit the method in which it was taught. Low achievement is often the result of students failing to understand what teachers require of them (Black & Wiliam, 1998).

There are several ways that teachers can give effective in-class assessments. Questions can be asked throughout the lesson to random students, in this manner all of the students make a conscience effort to pay attention because they are unsure whether they will be called on or not. Another strategy is to use a green card-red card plan. Throughout the lesson, the teacher can ask whether the students understand the material. The students raise either a red (does not understand) or green (does understand) card up. If the majority of the students raise a red card, the teacher responds by returning to the material and re-teaching it. Exit tickets are another manner in which to evaluate student learning. There are several manners in which a teacher can implement in-class assessments; the difficulty is in deciding the type or types of assessments that will be utilized in the classroom

As different techniques are used and implemented, it is important that the different approaches are shared with other colleagues. Together they can learn from each other, and they can work cooperatively to decide on factors that reveal when to remain on a unit or when to move on to the next challenge. Collaboration amongst teachers in this respect is essential for the benefit of the students in the classroom. (Leahy, Lyon, Thompson, and Wiliam, 2005).