As they deliberate, I circulate throughout the room listening for opportunities to clarify or guide discussions to higher orders of thinking. By nature, this activity practices Evaluation, but students’ discussions do not always reach that goal without help.
In our first unit of the school year in Grade 4B at KIST, the Summative Assessment Task was to prepare a proposal for an exploratory expedition.
One of my favorite informal formative assessments is to empower students to collaborate to create the success criteria for each of the rubric categories. I simply distribute blank rubrics and provide time for them to discuss and fill in the charts to continue a practice that I introduced in the post Student-created rubrics and have found to be effective in many ways.
By engaging with the language of the unit, especially the Key Concepts, the students complete a formative self assessment of their understanding, even if they are not fully aware of what they are doing.
Finally, on a version projected at the front of the room, we negotiate and build the final draft using the work students have already completed in their groups.
An added bonus is that my evaluations according to the rubric are, and more importantly are perceived to be exceptionally fair. Because they are intimately familiar with the language in the rubric, my feedback is understandable and meaningful.