Formative Assessments That Motivate Underperforming Teens

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If you ask teens what the purpose is behind the tests they take in school, they would probably hint that they are used to compare and rank students’ learning with others. This view dashes the motivation of underperforming teens and frustrates teachers who work hard to encourage learning and self-advocacy.

Changing the format and perception of assessments from being evaluative to informative helps teens take notice of what they know and set realistic goals for learning. Equally important, it serves as a valuable tool for teachers to adjust the pace and focus of instruction in order to meet the specific needs of all students.

OBJECTIVE
Students will:

1. Demonstrate learning by completing short, frequent tasks connected to units of study.
2. Set and monitor individual goals to reach set levels of proficiency in units of study.
3. Change their view of assessments from evaluative to informative.

LESSONS FOR THIS UNIT
Lesson 1: Using Word Sorts to Monitor Comprehension
Lesson 2: Big Idea Worksheet

REPRODUCIBLES
Odyssey Word Sort (PDF)
Romeo and Juliet Word Sort (PDF)
Big Idea Worksheet (PDF)

CULMINATING ACTIVITY

Students will write reflective, metacognitive essays discussing the process of analyzing and evaluating their progress toward proficiency. The essay should include samples of work to support evidence statements in their writing.

Patty Blome is the high school 2008-09 Teacher Advisor. She uses authentic assessment, such as conferences, word sorts and journaling, with her 9^th grade students to accurately differentiate instruction in her San Diego, CA classroom.

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