We are all different when it comes to life and learning. In the classroom a teacher may find Amadan with his nose in a book while Suzu is gathering and organizing a group to work on a project. There are vast differences in our digital literacy as well as our EQ (emotional quotient). We all need adjustments and adaptations to support peak performance. In relation to classroom assessment, consider modifying the content, process, and product. Here are a few suggestions.
Control the amount of vocabulary: Change a 4 part multiple choice question to 2 choices and make sure your question stems are fully comprehensible. For example:
When only the smallest part of the moon is visible, the moon is in which phase?
A. waning phase B: new moon phase
Original question: When only a small part of the moon is visible, the moon may be in its… The distractors also included C: first quarter D: closing stage
Embed frequent formative assessments: Pre-assess before teaching so that you know where to begin. If you don’t have student clickers try Plickers as a way for students to post their individual answers to questions. Use technology such as Zaption to stop a video and check for understanding before moving forward. Prior to the summative test, students can write summary statement or respond to review questions on Padlet where gaps in understanding quickly become evident.