¿Con qué frecuencia se debe evaluar el aprendizaje de los estudiantes en el aula?

I believe in continuous and regular assessment. Infact I prefer an assessment at the end of every interactive session. It could be something as basic and simple as an MCQ of 3-5 questions or something more intriguing such as a crossword or even an interesting exercise such as match the pairs.... Point is once I have taught for say 50 odd minutes, its important to know how much of the delivered content has been absorbed by the group. Therefore, such brief assessment not just helps in filling up the gaps, if any, in teaching-learning, it also creates an attentive and intriguing classroom. The results have been marvelous in imparting the understanding as well as reducing the absenteeism and improving the quality of participation.

Los estudiantes deben ser conscientes que dentro de su proceso educativo serán expuestos a evaluaciones, tenemos las formativas y sumativas, cada una de ellas debe contar con una rúbrica holístic al inicio de las actividades, puesto que sirve para establecer dirección y finalidad de todas las secuencias didácticas que se puedan proponer. Con respecto a la frecuencia de las evaluaciones, considero que las formativas son constantes, en cada actividad, los estudiantes deben sentir que vale la pena cada sesión, cada trabajo, cada reunión, y la sumativa deber ser considerada al cambio de tema o módulo. Por experiencia en la enseñanza de adolescentes en esta época, ellos valoran mucho el reconocimiento y sobre todo la valoración de sus avances.

Certainly, formative assessment fosters a dynamic learning environment by offering continuous insights into student development, enabling timely interventions. On the other hand, summative assessment crystallizes overall achievements, offering a conclusive measure of proficiency. A balanced integration of both ensures a comprehensive understanding of student performance and informs effective teaching strategies.

En la literatura especializada se menciona que la clasificación de la evaluación según su función pueden ser formativas o sumativas. La evaluación es formativa cuando es utilizada en la valoración de procesos y supone la obtención rigurosa de datos de forma permanente a lo largo del proceso de aprendizaje - enseñanza. Por otro lado, la evaluación es sumativa cuando es empleada para la valoración de productos, procesos o aprendizajes que se consideran terminados con el fin de determinar si el resultado es positivo o negativo para su aprobación o desaprobación. En ambos casos es necesario aplicar diversidad de instrumentos de evaluación, de manera que podamos obtener la información que requerimos.

It’s not just checking for understanding. It’s about implementing a dedicated Check for Understanding- the independent opportunity for students to showcase proficiency of skill, standard, or content within 90 seconds to 3 minutes. Immediate remediation follows and learning gaps close as soon as misunderstanding is recognized. It should, and can, happen everyday.

@jana, múltiple times each day—I agree. That said, it’s also important to recognize the design and function of different types of formative assessments—short- and mid-cycle in particular. (There’s little empirical evidence to support the broad efficacy of long-cycle formative assessments.)

As an educator, it’s my regular approach to have frequent formative assessments. Frequent and diverse formative assessments create a dynamic feedback loop, enhancing the teaching and learning experience. Embracing various methods accommodates diverse learning styles, ensuring a more comprehensive understanding. While daily use fosters continuous improvement, it's crucial to strike a balance—prioritizing quality and relevance over quantity—to avoid overwhelming students or educators with excessive data or feedback.

En primer lugar propongo diferenciar los conceptos de evaluación y de calificación, no toda evaluación debe ser calificada. Estas evaluaciones formativas darán información tanto del desarrollo de los estudiantes como del proceso de enseñanza-aprendizaje. Para lograr este doble objetivo, es necesario analizar los resultados de las mismas para luego tomar las medidas necesarias para la mejora del desarrollo competencial de los estudiantes. En este sentido, la evaluación formativa debería ser permanente y aquellas que sean calificadas hay que programarlas de manera que no agotemos a los estudiantes ni a los docentes. Lo más importante en estas evaluaciones es la diversidad de instrumentos que se utilicen, desde el formato hasta los estímulos.

Summative assessments, being less frequent, demand thorough preparation and structured evaluation, providing a comprehensive overview of student mastery. The diverse methods available, including tests, projects, and presentations, allow for a holistic evaluation. Their optimal use at the conclusion of significant periods ensures a consolidated understanding of learning outcomes. However, caution is essential to maintain the validity and reliability of these assessments, steering clear of overreliance on high-stakes or standardized tests that might not capture the richness of diverse student learning experiences.

I teach one semester per academic year. At the start of the semester, after introducing the course, I usually engage students during week 1 with exercises that give me a fair idea of how much students know and to identify which students are preparing for active engagement and learning in the course. By the middle of the semester, after one or two homework assignments, I am able to identify those students who will need to meet with me, during office hours for one-on-one sessions before the end of the semester. However, I believe that assessment of student learning should be an ongoing process throughout the term/semester, particularly when new course material is introduced.

Estas evaluaciones deberían ser menos frecuentes, pero son necesarias para verificar que las competencias se han logrado desarrollar hasta el nivel programado. Es importante precisar que estas evaluaciones no sólo pueden ser exámenes (en físico o digital) sino pueden ser la presentación y sustentación de un proyecto (intra, inter o transdisciplinario), de una investigación (individual o grupal) u otros que puedan evidenciar las competencias desarrolladas y el manejo de la información desarrollada. Abro el tema para analizar la conveniencia de los trabajos grupales y el número de participantes en cada uno; en mi experiencia, si cada integrante tiene una misión concreta, la experiencia es muy enriquecedora con grupos de 3 o 4 integrantes.

Balancing assessment frequency in the classroom is crucial for effective instruction. Assessments provide valuable insights into students' understanding, allowing teachers to tailor their approach. However, over-assessing can lead to stress, diminish intrinsic motivation, and hinder a holistic view of students' progress. Striking the right balance ensures assessments inform instruction without overwhelming learners.

Assessment mapping helps align assessments with learning objectives, ensuring a balanced approach. Emphasize formative assessments to gauge ongoing progress, allowing for timely adjustments in instruction. Implement a variety of assessment types, including project-based assessments and peer evaluations, to capture diverse skills. Strive for a thoughtful mix of assessments without overburdening students, emphasizing quality over quantity. Regularly review and adjust assessment strategies based on student needs and learning outcomes, promoting a dynamic and effective teaching and learning process.

Well, I think achieving a balance between formative and summative assessments demands meticulous planning and effective communication. Aligning assessments with learning goals, curriculum, and student preferences ensures relevance. Clear communication of expectations and criteria to students and families, coupled with meaningful feedback, fosters a supportive learning environment. Leveraging assessment data for professional development and collaborative efforts enhances teaching practices, contributing to continuous improvement and shared success.

You should clearly differentiate between formative and summative assessment. Formative assessments occur daily or even multiple times within a single classroom session. Summative assessment, on the other hand, evaluates student learning at the end and occurs less frequently, probably at the end of the grading period or semester.

Cada evaluación debe tener un propósito definido, que debe estar alineado con los objetivos de aprendizaje, el plan de estudios y la propuesta educativa de la institución. Por este motivo estas evaluaciones son planificadas, aplicadas y luego analizar los resultados. Es muy importante anunciar las expectativas de la misma y si se evaluará mediante una rúbrica, es necesario presentárselas a los estudiantes con la anticipación debida. El otro aspecto muy importante es la calidad de la devolución de la evaluación, esta debe tener los comentarios necesarios para que esta evaluación cumpla con el propósito que sea una forma adicional de aprendizaje para los estudiantes

As an educator I am assessing student learning all day, every day. That does not mean I am testing students! Or using any specific assessment tools or tasks. But as an educator it is critical that I am constantly engaged in an iterative teaching/learning cycle that includes assessing whether my students are learning what I intended them to in that lesson.

Assessing students in a classroom enhances overall learning cycle. It empowers learners and teachers and both are benefitted. Teachers understands the learners behaviour, concept understanding and its retention. Assessments can be verbal, written or mcq based and the nature could be formative or summative, depending on the needs. A teacher also decides prerequisite, post-class requirements. Overall Assessment analysis enables teachers to deeply understand learners learning levels, concept understanding, its application and also provides insights where pedagogy changes are required. Such learner analysis improves learning outcomes and various need -based, remedial sessions are further planned by teachers.

Assessment should be continual. Teachers should adapt their teaching based on what they are seeing, hearing and reading. Formative and summative assessment clearly play a role in this.

Assessment varies and there are different types of Assessment. For example, Assessment of Learning(AoL) versus Assessment for Learning(AfL) is very different depending on the objective of the lesson. AoL, synonymous with summative assessment, serves as a critical measure of student achievement after a learning cycle. It quantifies knowledge and skills, offering a retrospective snapshot of student performance. AfL, or formative assessment, presents a dynamic contrast, emphasizing real-time feedback and engagement in the learning process. Its formative nature supports individual learning journeys, encouraging active participation and fostering a growth-oriented mindset among students.