“For assessment to function formatively, the results have to be used to adjust teaching and learning; thus a significant aspect of any program will be the ways in which teachers make these adjustments.”

Inside the Black Box: Raising Standards Through Classroom AssessmentBlack and Wiliam

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?

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?

We aim to get “in the weeds” about 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 the next year with any doubt or weakness if we can help now. But, how do we know who needs help? We collect data, and we let our learners gather data. 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.

Our process:

- 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 a 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.

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?

How do we use the December exam as formative assessment? was originally posted on January 4, 2012.