Good Assessments | Origin: EC150
This is a general discussion forum for the following learning topic:
Assessment Strategies for CTE Educators --> Good Assessments
Post what you've learned about this topic and how you intend to apply it. Feel free to post questions and comments too.
The core shift from this module is transforming assessment from a rigid compliance check into a student-owned vehicle for real-world transfer and problem-solving. True mastery means teaching learners how to think rather than what to think, using multiple pathways of expression to strip away unnecessary testing noise. By integrating structured self-reflection and tying individual problem-solving styles directly to employability skills, we move students from passive compliance to active self-advocacy and ownership.
Moving forward, I will apply this by auditing my current evaluation prompts to focus heavily on troubleshooting over simple right-or-wrong answers. While keeping learning objectives non-negotiable, I intend to embed flexible options for how students demonstrate their knowledge, whether through a live performance, a technical sketch, or a verbal explanation. Finally, I will implement weekly reflection loops using Bloom's taxonomy, establishing a routine where learners actively analyze their own growth and confidently navigate their own technical development.
plan a way to assess students daily
I’ve learned that good assessments align with learning goals, measure the right skills, and provide useful feedback. I plan to use more formative assessments, like reflection journals, and make sure my assessments clearly match my objectives. One question I have is how to give meaningful feedback efficiently.
I have been giving my students more opportunities for choice in the area of assessment through working on personal projects.
I really like the weekly check in form that the CTE instructor uses both in person and remote. It may seem like it is redundant but it may just reach the right person at the right time.
Bell work, exit tickets, Practice Labs in shop.
all examples of assessments- Formative
Good assessments clearly align to the learning goal, remove unnecessary barriers, and include formative check-ins and feedback. I’ll apply this by designing clear, chunked, low-stakes assessments that measure learning, not stress or compliance while still keeping them relevant to real-world CTE skills.
From this module, I learned that good assessments are intentional, aligned with learning goals, and designed to reduce barriers so all students can show what they know. Effective assessments focus on measuring the intended skills and knowledge—not testing students on things that get in the way, like reading level or test format, unless those are the actual goals. I also learned the importance of using a variety of assessment methods and providing clear, mastery-oriented feedback.
I plan to apply this by starting with clear learning goals and designing assessments that truly reflect those goals. I will be more mindful of potential barriers and adjust assessments when needed, while still keeping expectations high. This approach will help ensure assessments are fair, meaningful, and supportive of student learning.
I love the daily check in, I will begin to use those. I will stick with using exit tickets.
I plan to continue to use exit tickets to gage the effectiveness of lessons.
I want to implement the one minute summary with the students after the exit ticket.
I agree with the importance of daily check-ins. They not only help us understand students’ emotional state but also create stronger connections in the classroom. I’ve found that even a simple question at the start or end of class can provide valuable insights and set a positive tone for learning.
I really like the idea of the daily check-in. I also LOVE that I can give my students the FREE myers-briggs personality test.
Having a daily check in with students either on a small assignment or project is very important
The daily checkin is great. I use to do something like that in the past and I need to implement it again.
