- Teacher-made assessment strategies
page of a paper. It can also be helpful to allow students to keep their grades private making sure when returning
assignments that the grade is not prominent (e.g. not using red ink on the top page) and never asking students to
read their scores aloud in class. Some students choose to share their grades—but that should be their decision not
their teachers.
When grading, teachers often become angry at the mistakes that student make. It is easy for teachers to think
something like: “With all the effort I put into teaching, this student could not even be bothered to follow the
directions or spell check!” Many experienced teachers believe that communicating their anger is not helpful, so
rather than saying: “How dare you turn in such shoddy work”, they rephrase it as, “I am disappointed that your
work on this assignment does not meet the standards set” (Sutton, 2003). Research evidence also suggests that
comments such as “You are so smart” for a high quality performance can be counterproductive. This is surprising to
many teachers but if students are told they are smart when they produce a good product, then if they do poorly on
the next assignment the conclusion must be they are “not smart” (Dweck, 2000). More effective feedback focuses
on positive aspects of the task (not the person), as well as strategies, and effort. The focus of the feedback should
relate to the criteria set by the teacher and how improvements can be made.
When the teacher and student are from different racial/ethnic backgrounds providing feedback that enhances
motivation and confidence but also includes criticism can be particularly challenging because the students of color
have historical reasons to distrust negative comments from a white teacher. Research by Cohen Steele, Ross (1999)
indicates that “wise” feedback from teachers needs three components: positive comments, criticisms, and an
assurance that the teacher believes the student can reach higher standards. We describe this research is more detail
in “Deciding for yourself about the research” found in Appendix #2.
Self and peer assessment
In order to reach a learning goal, students need to understand the meaning of the goal, the steps necessary to
achieve a goal, and if they are making satisfactory progress towards that goal (Sadler, 1989). This involves self
assessment and recent research has demonstrated that well designed self assessment can enhance student learning
and motivation (Black & Wiliam, 2006). For self assessment to be effective, students need explicit criteria such as
those in an analytical scoring rubric. These criteria are either provided by the teacher or developed by the teacher in
collaboration with students. Because students seem to find it easier to understand criteria for assessment tasks if
they can examine other students’ work along side their own, self assessment often involves peer assessment. An
example of a strategy used by teachers involves asking students to use “traffic lights” to indicate of their confidence
in their assignment or homework. Red indicates that they were unsure of their success, orange that they were
partially unsure, and green that they were confident of their success. The students who labeled their own work as
orange and green worked in mixed groups to evaluate their own work while the teacher worked with the students
who had chosen red (Black & Wiliam, 2006).
If self and peer assessment is used, it is particularly important that the teachers establish a classroom culture for
assessment that is based on incremental views of ability and learning goals. If the classroom atmosphere focuses on
interpersonal competition, students have incentives in self and peer assessment to inflate their own evaluations
(and perhaps those of their friends) because there are limited rewards for good work.