In a standards-based classroom, there are pre-assessments, embedded assessments, and post-assessments. However, the three are not equally divided. There are about 10% of pre-assessment, 80% of embedded formative assessments, and 10% of post-assessment. It is critical that there are the vast majority of embedded formative assessments so that you can monitor the progress of the students on a frequent basis. When you “dip-stick” the students’ progress on a regular basis, you can make adjustments to instruction so that they will be successful in the standard.
You can use your word processor to modify each embedded assessment so that it has the students demonstrate the standard but in a slightly different way each time. A math teacher can simply change the numbers in each problem so that the problem is the same except for the numbers. An English teacher can have students write about a different theme in a comparison essay for two works of literature.
How do you use technology to facilitate creating embedded assessments?
© Harry Grover Tuttle, 2007