There are many different types of effective assessments. Below I have outlined different types of assessments as well as various modifications/accommodations which can be used in the classroom to differentiate for these assessments.

Types of Assessments 

Formative: Informal assessments used to inform the instructor of the classes progress and mastery of the material. Formative assessments are low key situations for students and are not considered for a grade (unless taken towards a participation grade).

Examples include

• Thumbs up/ Thumbs down
• Exit slips
• Anticipation guides
• Surveys
• Opinionaires
• “Give me 3”

Summative: These are formal assessments of material often taken for a grade, sometimes they are considered high stakes. They can be modified or accommodated to student needs. There are two types: objective, where the answers are singular and not up to interpretation or discussion and authentic, where student work is often graded using a rubric.

Objective Assessments Characteristics

• Rely on forced-­choice
• Written measures
• Encourage memorization
• Curriculum directs the assessment
• Promote “what” knowledge
• Provide a one time  snapshot
• Are hard to write but easy to grade
• Students are familiar with formats
• Grading is unbiased

Authentic Assessment Characteristics 

• Integrates performance and writing skills
• Encourages divergent thinking
• Assessment directs curriculum
• Emphasis on real world tasks
• Measures learning over time
• Promotes “how” knowledge
• Process is more important than product
• Subjective grading
• Allows for student self assessment and reflection

Consider using the RAFT Model to design Authentic assignments

RAFT assignments encourage students to uncover their own voices and formats for presenting their ideas about content information they  are studying. Students learn to respond to writing prompts that require them to think about various perspectives:

• Role of the writer: Who are you as the writer?
• Audience: To whom are you writing
• Format: In what format are you writing
• Topic: What are you writing about?

Modifications: Modifications change the target area- this means they often hit a different area of Bloom’s taxonomy than originally intended.

Accommodations: Do not change the target area but assist students needs. They do not change the expectation for the student.

• Having a test read aloud
• Having more time to take a test

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