Peer Review Assessment and Summary Reflection: TeachNow Module 5 Unit 1 Activity 3

Formative Assessments

Formative assessments can seem really daunting since most people think of testing when they consider formative assessments. But through discussions with my cohort, creating the assignments for activity 1, receiving feedback from my peers, and looking at additional resources- I’ve concluded that assessments should always be multi-faceted with multiple skills being targeted at once and designed with a flexibility to change at the beginning, during, and end of the assessment. But what does that mean?

When Using an Assessment

While looking at my peers’ discussions and assignments, I noticed that something we decided was important was evaluating multiple skills during the assessment . In particular during my peer feedback, I received positive peer feedback about incorporating 21st century skills like cooperation (Assessment 1) and losing gracefully (Assessment 2) in my assessments. This peer feedback lets me know that assessment needs to include both academic objectives and behavioral objectives further supported by this video.  The video is a great resource on teaching students how to effectively evaluate and criticallythink about their progress. Click the link below to watch.

Strategies When Using Assessments

The three strategies I use when giving students an assessments are:

  • I need to make sure it matches the curriculum objectives.
    • My peer feedback reinforced this idea since my peers carefully checked for whether I had effectively incorporated my core curriculum objective into the lesson. They also gave me positive feedback about adding 21st century skills into the assessment such as cooperation and empathy.
    • In addition, the cohort discussion briefly talked about the efficacy of the assessment. Student self-assessment and quantitative assessment should both be incorporated to get the most accurate picture of a student’s understanding. So, I should make sure to link Assessment 1 which has a quantitative measure with an exit ticket or self-reflection of sorts to have a full view of my students’ capabilities.
  • I should make sure the students have the opportunity to self evaluate their work.
    • I thought this video talking about an exit ticket involving stoplights was fantastic for ELL students. I linked the video below.
    • In addition, Rebekah who I peer reviewed had a fabulous emoji exit ticket that I would modify by adding words underneath the emojis, so ELL students can learn how to describe their emotional state in regards to the assignment. It was a fantastic idea for an exit ticket. I should use something like Rebekah’s exit ticket or Mike’s stoplight activity during my assessments to encourage student self-reflection.
  • I need to be able to quick feedback.
    • My peer feedback and cohort discussion were great for this. In particular, Conor mentioned how great Kahoot was for creating this sort of assessment. The stakes are really low since students are working on mastering the skill individually, and every child is learning how to self-correct based on receiving feedback from the game.
    • Other people such as Rebekah indicated that Internet connections were an issue at her school. In this case, she used “Who wants to be a millionaire style games”. This is an alternative that I could use in my classroom instead of Kahoot if I too don’t have access to a good computer connection.

How would I change or modify an assessment?

My peers had great ideas about this. My assignments were all based around irregular plural nouns. Conor mentioned that he really liked how I had moved to Kahoot during the last assignment. This was a great modification in an ongoing assessment over irregular plural nouns because the students would be excited about using the computers, and the learning objective needed rote memorization to be achieved. So, I was circumventing the problem by changing the assessment from lesson to lesson.

I also received positive feedback about incorporating modifications and/or changes in assessments during the actual assessments. My peer feedback indicated that it was good that I had specific ways of increasing the challenge in my activity 2 by increasing the word count and decreasing the challenge by allowing students to look at cheat sheets or things on the wall. This way all my learners would be learning at their best level.
Overall, this assignment was very helpful. And I enjoyed learning about assessment.



Egger, M. (2014) Quality Evidence Rubrics.

Wessling, S. (2012) The stoplight methods: An end of class assessment.

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