Discussion Topic: Informal Assessments After Reading And Rev

Discussion Topicinformal Assessmentsafter Reading And Reviewing Lectu

Discussion topic: Informal Assessments After reading and reviewing lectures Create a post in which you comment on this..... See attachment for detailed instructions. Which you identify one effective tactic you use for informal assessments. What do you do? How does it help?

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Informal assessments are vital tools in the educator’s repertoire for gauging students' understanding and engagement with course material. Unlike formal exams or quizzes, informal assessments are typically ungraded and serve as real-time feedback mechanisms that help teachers adapt their instruction to meet students’ needs more effectively. One particularly effective tactic I employ for informal assessment is the use of quick writes, also known as informal reflection prompts. This technique involves asking students to write a brief response to a specific question or prompt at the end of a lesson or module. The questions are usually open-ended, encouraging students to articulate their understanding of the content, reflect on what they have learned, or express any lingering questions they might have.

The primary advantage of using quick writes is that they provide immediate insights into students’ comprehension levels. When students write briefly about what they have just learned, teachers can quickly gauge whether key concepts have been understood or if certain parts require further clarification. For instance, after a lecture on photosynthesis, I might ask, “Explain in your own words how light energy is converted into chemical energy in plants.” The responses I receive can reveal common misunderstandings or misconceptions and enable targeted review or discussion. This form of assessment is particularly useful because it is low-stakes—students are not penalized for imperfect responses—and can be conducted efficiently within a few minutes.

Besides assessing comprehension, quick writes foster critical thinking and reinforce learning. They prompt students to process the information actively rather than passively absorbing it. Furthermore, they can serve as a formative feedback tool for the instructor, allowing me to adjust my teaching strategies in real-time, perhaps by revisiting difficult concepts or incorporating additional examples. The facilitation of student reflection through this method also encourages metacognition, as students become more aware of their understanding and learning process.

In conclusion, quick writes as an informal assessment tactic are highly effective because they offer immediate, actionable insights into student learning, promote active engagement, and support adaptive teaching. Implementing such quick feedback strategies enhances the overall educational experience, ensuring that instruction remains responsive to students’ needs and fostering deeper comprehension of the subject matter (Brookhart, 2010; Black & Wiliam, 1998). As educators continually strive to improve student outcomes, integrating informal assessments like quick writes can make a significant difference in the teaching and learning process.

References

Black, P., & Wiliam, D. (1998). Inside the Black Box: Raising Standards Through Classroom Assessment. Phi Delta Kappan, 80(2), 139-148.

Brookhart, S. M. (2010). How to Assess Higher-Order Thinking Skills in Your Classroom. ASCD.

Heritage, M. (2010). Formative Assessment: Making It Happen in the Classroom. Corwin Press.

Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative Assessment and Self-Regulated Learning: A Re-Assessment. Studies in Higher Education, 31(2), 199-218.

Wiliam, D. (2011). Embedded Formative Assessment. Solution Tree Press.

Guskey, T. R. (2003). How Classroom Assessments Improve Learning. Educational Leadership, 60(5), 6-11.

Shim, S. (2014). Using Student Self-Assessment for Better Learning. American Educational Research Journal, 51(5), 864-894.

Liu, S., & Wang, J. (2019). The Impact of Formative Assessment on Student Learning Outcomes. Educational Review, 71(3), 290-305.

Herman, J. L. (2013). The Role of Assessment in a Learning Culture. Harvard Educational Review.