Our learns took exams (summative assessment) prior to the Christmas break. But, can’t we use the exam as both a summative assessment AND a formative assessment?
I’m interested and curious about different strategies and methods used to help learners process and reflect on their exam experience and the accumulation of what they know. Since each learner will have different bright spots and strengths, what strategies are used to differentiate for intervention and enrichment?
In Algebra I, we aim to get “in the weeds” about this reflection and intervention. We want every child to reflect on what they could demonstrate well and where they need additional help. We do not want them to move to high school and geometry next year with any doubt or weakness if we can help now. But, how do we know who needs help? We collect data, but we let our learners do the data collection. We need to be informed; they need to be informed. We are a team working toward the goal of mastery or proficiency for all learners.
- Return the exam to the learner on the first day back.
- Have each learner complete the exam analysis and reflection form (shown below) to identify strengths and areas of need.
- Circle the number of any missed problem.
- Begin, and possibly complete, correcting missed problems to review the material and determine if any error was a simple mistake or if more help is needed.
- Write the reflection about strengths, struggles, and goals.
- Report results on our team’s Google doc. (This is a copy; feel free to explore and “report” data to see how it feels. You can view the results here.)
- Meet in team to review all results and analyze for groups to design and provide necessary intervention and additional learning experiences.
- All assessments 2nd semester will have questions from first semester essential learnings to offer learners the opportunity to show growth and to help with retention.
Okay…so I am a member of the Algebra I team, but it important to note that all members of our math PLC in the junior high follow approximately this same strategy for exam correction and reflection. We are also shooting for this level of analysis with our science PLT and our US History PLT. We have made it to stage one, having a table of specifications, and we hope to start working toward using the table of specifications for student reflection and growth.
We would love it if others would share methods and strategies for helping learners grow from an exam experience. How do students reflect on their work? What opportunities are offered to help students carry the essential learnings from first semester through second semester and/or into the next level of learning?