Assessment for Learning

EDU 650: Teaching Learning & Leading in the 21st Century

Key Concepts from Rystad's Video, "Assessment for Learning"

Watching this video gave some key strategies that teachers can use without actually testing their students to see if they understand the lesson content. Some of these very strategies I have seen suggested through Pinterest boards of various educators. One of the main techniques that I have seen through my pinners has been the exit ticket. I immediately added that pin to my board of education because I appreciate how it allows for the learning to carry from bell to bell. Oftentimes, students can be so ready to leave the classroom and can forget what they learned or not care to remember what they learned because those last five minutes are spent looking at one another. In this case, using exit tickets allow the teachers to fill that space of time that is left and gives the students something to think about as they leave class to go home or to the next class. It also continues to pique the students’ interest into the lesson content and to know what to expect for the next day’s lesson. I also like the no hands technique as well because lecturing should be a discussion between the teacher and students and not just I talk and you answer. Students need to be able to question what they are learning; otherwise, they are not learning if they never get to question the lecture. It becomes very teacher-led when a teacher is the only one asking questions and students never get to put out exactly what they need more understanding of.

The topic of feedback was quite interesting and something that I can see myself implementing in my class one day. All feedback regarding students’ work and participation should not always point to what they are doing wrong but it should also include feedback on things they are doing right. How can a student know how they are progressing outside of their grades if all they know is what they are doing wrong? This is the same type of concept that is used with students of various learning disabilities and styles. The 2 stars and a wish is an excellent example of how teachers should provide feedback to their students. They know what they have done right (instilling confidence) and they know what they need to strengthen. This doesn’t bombard the student with negatives all the time. One last technique that I thought was great was the C3B4ME. This concept of finding the answer digs into what type of investigative skills a student develops to understanding the lesson on their own. This allows for the student to be able to utilize their skills in working collaboratively with others and how to seek out the resources they are introduced to before taking the easy route by asking the teacher instead. These techniques seem to really put the student in mind and less on a rigid activity of pacing. If we are to follow our state’s standards, it doesn’t have to mean teaching to the test and being mediocre; it means teaching to the standards and honing the skills these students need to understand the objectives.

Formative vs Summative Assessment: Thoughts & Examples

Ronan (2015) gives a clear description of formative and summative assessments. Formative is assessing throughout a specific objective whereas summative is assessing afterwards. As with anything, there is no one way or right way to implement these forms of assessments. I believe that there has to be a healthy balance of the two because you have to know what level of learning the student is at during instruction and if they are continuing to progress and have indeed mastered the lesson content at the end. Examples Ronan (2015) give of formative assessments involves exit slips, self-assessments, think-pair-share and mind maps. These types of activities are not graded and only give the teacher an idea of where the student is in terms of learning. If adjustments need to be made, it can be done to guide them in the right direction; on the other hand summative assessments are more on a graded scale and can be used within formative assessments. Activities like mid-term tests, SAT/ACT, portfolios, projects and recitals give teachers the idea of how well they maintained their understanding of the lesson.

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Kharback, M. (n.d.). A visual chart on summative vs formative assessment (Image). Retrieved from

Ronan, A. (29 April 2015). Every teacher’s guide to assessment. Edudemic: Connecting Education & Technology. Retrieved from

Rystad, M. (2013, April 7). Assessment for learning [Video file]. Retrieved November 11, 2015 from YouTube website:

Unknown (n.d.). Assessment of learning (Image). Retrieved from