Assessment Design

Diagnostic Assessment (Before Instruction)

Before beginning any novel or short story, I used an Anticipation Guide and pre-reading quick writes to assess students’ prior beliefs about topics we would later discuss in class.

These responses allowed me to identify misconceptions and tailor early instruction toward discussion-based clarification rather than direct lecture.

Formative Assessment (During Instruction)

Throughout the unit, I used multiple formative assessments to monitor understanding in real time. Exit slips provided written evidence of student thinking, while Kahoot assessments allowed me to quickly identify gaps in comprehension across the class.

For example, a Kahoot review showed an average accuracy of 33%, indicating that students were struggling with key concepts. As a result, I adjusted instruction by revisiting core ideas and incorporating additional guided practice before moving forward.

Summative Assessment (After Instruction)

At the end of each unit, students demonstrate their understanding through a multi-part assessment, including both analytical writing and application-based responses.

In addition, students completed presentations that required them to synthesize concepts and apply them to broader themes of identity and personal growth.

These summative assessments allowed students to demonstrate both comprehension and deeper critical thinking skills.

Siddhartha (Four-Part Test)

This assessment was designed as a multi-part evaluation following our Siddhartha and Eastern philosophy unit. Rather than relying on a single measure of understanding, the test was structured to assess students across four different modes:

Assessment Components

Multiple Choice – Core concepts (Four Noble Truths, Eightfold Path, samsara, moksha)
Short Answer – Conceptual understanding and comparison
Extended Response – Application of philosophical ideas to theme and narrative
Visual/Reflective Component – Personal or symbolic representation of ideas

What it Shows

Students demonstrating both content knowledge and interpretive thinking

Opportunities for written, analytical, and visual expression

A balance between standardized structure and open-ended response

Alignment between instruction (philosophy + narrative) and assessment.

This assessment reflects my attempt to move beyond a purely recall-based model of testing toward something more layered:

Zaretta Hammond (Rebuilding Students' Learning Power) – Multiple entry points for demonstrating understanding
Gloria Ladson-Billings (Bridging the Gap) – Connecting academic content to meaning-making
Safir & Jaber (Pedagogies of Voice) – Early steps toward honoring different ways of expressing knowledge

However, I also recognize that this assessment still operates within a traditional, teacher-centered structure. While students had choice in how they expressed ideas (especially in the visual and written portions), the questions themselves, and what counted as knowledge, were still defined by me.

Reflection

This assessment system allowed me to move beyond simply assigning grades and instead use assessment as a tool to guide instruction. Diagnostic assessments shaped my starting point, formative assessments informed my adjustments during the unit, and summative assessments measured both understanding and application.

Moving forward, I aim to further strengthen alignment between these stages, particularly by increasing clarity in expectations and providing more structured preparation before summative assessments.