Formative and Interim Assessment in Distance Learning

Regardless of whether schools are giving regular grades or using a different scale to indicate students´ progress, it is imperative to use assessments. During distance learning, the look and feel of assessments may be different, but they are still quite important. The following four questions are meant to guide the process for educators currently working with distance learners.

  1. How can I use performance tasks and performance items? Educators should work to create assessments that require students to apply their knowledge and understanding of key concepts to complete performance tasks. By asking students to use their skills to engage in multistep opportunities, students are being assessed using varying levels of Higher Order Thinking Skills. The use of traditional assessments may feel impractical during distance learning, but performance tasks and performance items can give teachers a clear indication of what students know and in what they may need additional support to master. Tasks may consist of several smaller events or one big event. Given the nature and scope of these assessments, there is less fear of cheating.
  2. How can I use conversation and discussion to assess my students? Video chatting methods enable educators to talk with their students. These conversations are a great way to assess students´ understanding of content.Various methods can be used to make track students´ participation throughout the discussion. One such method that is easily transferable to a digital platform is the Socratic seminar which requires students to track a partner´s participation and vice versa. Similar to how not every formative assessment in the classroom leads to a grade, the process of conversing with students can be a useful way to gather information about a student’s understanding without it always being grade-specific. While potentially time consuming, video conferencing with individual students is another way to assess them orally or while being watched to prevent any academic dishonesty.
  3. How can I use technology to my advantage? There are many inequalities when it comes to students and technology use; nonetheless, technology can be a great tool for continuing the assessment process. Requiring students to take assessments at the same time while logged into a video platform is one way to complete a summative assessment. This technique should be manageable for most students during a synchronous virtual session. There are some specific technology tools that enable teachers to provide timed quizzes and assessments. Other tools allow students to create videos to send back to their teacher which can also be a great assessment tool.
  4. How can I make my expectations clear? Similar to in-class instruction, the use of grading rubrics and scoring guides will help students understand the teacher´s expectations. This is a key opportunity to teach students while focusing on an asset-based approach. In brief, rather than expecting students to cheat, focus on trusting them to do the right thing. When/if necessary, use teachable moments to discuss and praise academic honesty.
Yes, it is true that the assessment process is different because of distance learning. But, there are tools and techniques that will allow students to showcase their knowledge. Similar to how teachers have found new ways to get knowledge to students, students will, in turn, utilize new ways to showcase their knowledge to teachers.

Back-to-School

Anneda Nettleton

Ms. Anneda Nettleton is a veteran educator in Kentucky. Her professional interests include helping students become better communicators through written expression, integrating technology, and utilizing innovative activities to keep students engaged in learning. Anneda is a passionate educator and a seasoned curriculum freelance writer. Anneda is the proud mom of two precious children, Jeremiah and Jasmine. In her spare time, Anneda enjoys exploring new places with her kids.