Some Creative Ways To Assess Students’ Learning

teenaged students working together on putting together a presentation on a topic. Image generated by AI

It’s important to assess each students learning abilities and find out where they've got to with their skills and knowledge of a subject, but how do you do that well?

For a class of students or an individual student, you can just give them a test. But what if the test doesn’t highlight the student’s strengths and weaknesses well?

Sometimes it is good to set a creative task for the students to do. Something that requires the students to do some research, then apply that research to solve a problem that you have given them.

Some examples of some creative tasks students could do:

1.      Ask students to create a booklet on what they have learnt so far.  This can be done on a computer.  If using a computer they could use google slides or canva.  If they don’t know how to use these apps then learning these skills as they go along will serve them well when they have to do other coursework. 

They should also have the opportunity to talk with their classmates if they are in a class about their designs.  Tutored students who work 1 to 1 with a tutor could take the opportunity to ask parents and others in their life what they think of the booklet design before they hand it in.

2.       Ask students to create a 5 minute presentation using powerpoint to summarise the work they have done and understood this term and then to present it to the class.  This gives extroverts a chance to shine.  Introvert students may not be so keen on this task so it is important that students are given a choice about whether they wish to do this.  A choice of creative tasks for all students is essential.

Tutors who work 1 to 1 with students could ask the student to prepare a presentation on a topic and present it to them next lesson. 

3.       Ask students to create a document on how they learnt a particular topic, the things in the topic that they found most interesting as well as the things that they found challenging.   The way the document is set out  would be their choice and can demonstrate how they go about organising their thoughts and ideas.  This task would be the same for 1 to 1 tutored students.  Once they have listed and broken down  these topics, they should be encouraged to see if they can find links between the topics.  What did they have in common, what was different about them?  Can they say why some topics were harder or why some topics were easier?  The document can be in any format they like and should be informative.

4.       Ask students to create a quiz for the class designing questions on the topic they have just studied.  Answers should also be devised by the student.  Some students might like to develop this into a game, putting each question on a card and handing cards out to other students to try the questions out.

 A student working on their own with a tutor could prepare the quiz and give the tutor the questions to answer.

5.      Ask students to draw a picture of what they have learnt on the topic they are studying so far.  Give them some prompts to jog their memories.  Then offer blank paper, coloured pens, and space to work.  They can create whatever they wish, showing off all that they know on the topic.  They might decide to create a mind map or a picture.  Or some sort of abstract design with words and phrases and examples scattered around. 

Students are more likely to challenge themselves, ask more questions about the topic, and look at fresh ways of presenting the topic well  if they are engaged with the topic in a creative way.

How to interpret what students have demonstrated creatively

Now you have all these great projects that students have given you.  There are ways in which you can use the results of the projects to plan learning targets.  Giving grades or percentages is not a good idea, as trying to apply some sort of numerical scale to creativity just won't work!

Students should always be thanked for the work that they have produced.  It has taken them time and effort to produce it.  Some will be confident about their efforts and skills, others will be less confident. 

Teachers could note down in a record sheet, what was presented, how the student tackled the task and what the student learned from the task.  It’s even better if a form is given to the student at the end of this process, that they could fill it in themselves providing great feedback for the teacher, perhaps using the same headings as are in the teacher’s record sheet.

The teacher can then see quite quickly some of the strengths and weaknesses that each student has in particular topics.

Setting Learning Targets based on students work

Learning targets can then be set for each student.  This should be a collaborative process involving a short discussion around the creative assignment done by the student and the form about their learning that each student has filled in.   The targets  set need to be achievable in the time frame available and have a clear path to achieve them that can be visualised by both the student and the teacher.  The learning targets need to be written clearly and unambiguously so that the student understands what they are expected to achieve in a given period of time.

Learning targets should give students clear expectations for their future progress over a period of time.  Students usually don’t know what they don’t know so being explicit about what is expected of them gives them space to plan ahead so that they are likely to achieve their target.

Learning targets need to be visible.  Written in student books and looked at  least once per week.   Students need to have a way to chart their progress and to share this progress with their teacher and if they choose to do so, also with their parents and peers.

It is more likely that students will feel motivated to continue with their learning if they are set on achieving a target.  Along the way students will need feedback to make good progress towards their learning target and they need to know when they have achieved it.

 It’s important that each student clearly knows what success with their learning target looks like.  Self reflection and planning ahead is a skill that should be encouraged.  Teachers can work with students to improve their communication skills helping them to regularly view and talk about their learning target, and the progress that they have made towards that.

An overview of setting learning targets and monitoring progress with a student

Learning targets for each student give you as a teacher, a much clearer picture of how your students are progressing, and when it comes to the time to write a review or report on each student’s progress, the learning targets and regular reflections will help you to clearly communicate  each student’s progress well to whoever needs to know.

Teachers can also use the progress path that each learner is on to choose appropriate learning resources for each learner.    

From creative assessment to creating learning opportunities and then monitoring progress along a set path towards a learning target, is often hard work.  This work needs to be done collaboratively involving the student so that the student takes ownership of their targets.  Encouragement, support and feedback is vital for the student and can come from peers and parents as well.  Helping students learn better is a vital skill for all teachers and practising and mastering this skill can boost career prospects of all teachers.