Assessment: K.I.S.S. – Keep It Simple Silly

I believe that at times, we as educators believe that we have to be everything to everyone who walks through our classroom doors…and that is an impossible image to live up to on a daily basis.  We can do many great things daily for children that build upon the success of the students who are in our care.  We just need to think about keeping it all simple.

One of the simple assessment pieces I’ve implemented in my classroom is the use of my record book on a clipboard and a pencil attached with a string to the board (I know there are some great digital record book devices out there people use).  I carry this around with me as I monitor student progress, keeping my ear on the pulse of what is being said in the classroom.  I find I am able to write down qualitative, evidence-based comments I overhear children making about their work and the work of others.  Do I lay down my clipboard sometimes and can’t find it? Sure.  We do an emergency search and rescue for Mr. Reeker’s clipboard…and they always find it for me.  I love to write these comments on the report card to provide that individual perspective for families.  I also use these comments as formative tools often stopping the classroom to point out a concept or to give students ideas.  Kids offer some of the best ideas as they work.  I just have to listen!

Another simple tool I like to use with children, as a formative assessment is the use of colored disks or squares of construction paper.  At some point in a unit (usually two thirds through the project), children will lay their artwork at their tables and find a different piece of art to assess.  In the middle of the table is a pile of colored disks or construction paper squares…usually 3 colors.  Each color represents a concept and/or criteria that has been shared with the children throughout the unit.  Red may be shape variety, blue may be pattern, and yellow may be paint technique.  Each child will assess how the art they are in front of has dealt with each of the 3 components.  If the critic feels shape variety is the strongest, a red disk or paper is laid near the art.  Blue is used if pattern is the strongest element to the work, and if paint technique is the best part, yellow is used.  Children will travel around to 3 peer works and do this activity for each.  The real assessment happens when children return to their own work and look at what peers have given for colors.  We spend time debriefing what the combinations may mean…having one of each means you have probably successfully dealt with all 3 criteria well; having only one color shows you nailed that criteria very well, however, the other two concepts may be lacking.  And finally, I reinforce that any missing color would be a criteria that the artist may want to review to see if he/she can address to make stronger.  And I do see children respond to this formative assessment and rework their art.  I find I can do this activity in about 20-25 minutes and will do this activity with children as young as 2nd grade.  It’s simple, quick, and provides much formative feedback to children.

I hope you are finding the entries I am making helpful.  Please comment here or email me at breeker@lps.org if you would like to share something only with me. We will look at summative assessment next week! Happy assessing!

-Bob Reeker