The most recognized assessment method is the pencil and paper examination. Not to be confused with weekly quizzes, summative tests assess comprehension of an entire unit. Final exams can also be given at the end of the year to test students’ recollection of everything covered over the past 10 months. One advantage of cumulative testing is exam uniformity for all students. However, students are different and can react differently to the same test.
While older students may be assigned long term papers, children in primary grades will often be assessed on their ability to write comprehensive sentences or short essays. The writing process acts as a formative assessment, as the teacher can evaluate each step the student takes throughout the writing process. Students are often asked to use multiple sources to make their work more complete. For example, a student writing a biography about an athlete may have to use a book, encyclopedia and the Internet to obtain a complete picture of the athlete’s life. An advantage of using essays as assessment tools is that they can be regularly reviewed and edited to demonstrate a student’s ability. On the other hand, grading essays can be very time-consuming for teachers.
In recent years, projects have shifted from being the “fun” part of a unit assigned after testing is completed to being the actual assessment tool. Like essays, projects are time-consuming evaluations that can also be used as formative assessments. They are often graded using rubrics shared with students when the project is assigned. Rubrics should be broken down by category (e.g., information, presentation and organization) and rated according to a predetermined scale. Projects give students relatively free creative reign, and they expose the class to a variety of media. Unfortunately, time and material constraints may inhibit students from reaching their true potential.
Teachers can also choose to assess students’ overall performance by allowing them to compile a portfolio of their best work. The artifacts presented have already been formatively assessed, so the student can make an informed decision about what to keep and what to leave out of the final portfolio. For example, a student may choose to include a fictional story that the teacher positively assessed but take out a less impressive sketch drawn before finalizing an illustration. The final collection of work is then graded using a rubric similar to that used on project assessments. Portfolios give students autonomy by allowing them to decide what goes into their folder. However, collecting work completed throughout a unit or year is a lengthy process, and younger students may have a difficult time staying organized.