Prompts, Assignments, and Assessments
On Assessment
My pedagogical philosophy of transparency and communication informs my assessment strategies. Initially, I had to contend with the fact that, during my time in college-level courses, I mostly experienced summative tests that measured my memory of given materials; although, there were a few courses in which discussions, papers, and projects formed the basis of a participation-centered pedagogy. Because of this, I focused on reorienting myself to the expanded ideas of assessment I found while researching.
I utilize Elisabeth Johnson and Evelyn Ramos’s typology that includes diagnostic, formative, and summative assessments.[1] As such, I structure my assessments based on initial observations of the status of my students (diagnostic); low-stakes assignments based on participation, discussion, and group work (formative); and submitted written assignments based on prompts (summative). Yet, these categories are not necessarily rigid. The in-class writing prompt and homework assignments do not greatly impact overall grades, while allowing students to practice and receive feedback on the skills and goals they are building towards. Supporting this strategy, I agree with Ellen Watson’s claim that the instructor should perpetually observe the progress of the class and supply continual feedback through spotlight checks and discussion feedback (another important use of our class Padlet page).[2]
[1] Elisabeth Johnson and Evelyn Ramos, The Social Studies Teacher’s Toolbox: Hundreds of Practical Ideas to Support Your Students, First edition, The Teacher’s Toolbox Series (Hoboken, NJ: Jossey-Bass, 2020).
[2] Ellen Watson, “Defining Assessment,” University of Alberta, Centre for Teaching and Learning, n.d., 1–4.