Introduction
Creating formative assessments allow educators to identify where students are striving and struggling the most. When students face challenges, identifying misconceptions and learning gaps can hinder both novice and expert teachers.
Part of that hindrance is oftentimes connected to the availability of student data.
Let’s take a closer look at how to create a formative assessment👈.
For this formative assessment, will use text evidence from three of Adaptive Reader’s leveled editions of Homer’s The Odyssey.
Activation and Analysis
In order to assess student understanding of characterization, it is helpful to first activate prior knowledge.
Teachers can lead learners through a discussion of recognizable characters from other texts or even films in order to help students reflect on what it means to analyze a figure’s characterization.
For instance, a teacher might ask:
- “Implicit characterization is what we know based on what the character says and does. What did the character say and do? What did other characters say about that character?”
- “Explicit characterization is what the author tells us. How does the author describe the character explicitly? Are there physical descriptors or personality traits the narrator or author shares directly with us as readers?
Next, direct learners to their text of focus. In this case, we’ll use The Odyssey.
The teacher may choose to arrange a worksheet or large screen display with these three passages in view. Teachers can extract selections directly from the Adaptive Reader reading app based on their classroom’s needs.
For a simpler solution, educators may also use the side-by-side view in the Adaptive Reader reading app to show any two levels, languages, or a combination of editions next to each other.
Cue students to read the side-by-side (or side-by-side-by-side!) passages:
It is important to afford learners wait time, as they will likely be engaged by seeing different editions beside one another. Teachers can use prompts to encourage and guide:
- “You can use one edition or two to improve your understanding?”
- “Reflect on what you notice about using multiple editions.”
- “What is clarified or enhanced for you as you read and re-read side-by-side editions?”
Readers will be inclined to compare-and-contrast, most likely noting the differences in passage length and vocabulary.
After readers have reviewed the text of focus, the teacher will offer several prompts to direct students back to the task of analyzing for characterization. Allow for independent work time and then review together as a whole class.
Explicit Characterization – Guiding Questions
- What specific words or phrases does the narrator or another character use to describe [Character Name]?
- Who says this description, and what words prove it?
- Is the characterization stated as a fact or as someone’s opinion? How do you know?
- Can we find a second place in the passage that supports the same trait?
Implicit Characterization – Guiding Questions
These help students infer what a character is like based on actions, dialogue, or reactions.
- What do this character’s actions or choices show us about them—even if it’s not said directly?
- How do other characters react to or talk about this person? What does that tell us?
- What can we infer about the character’s values, fears, or priorities based on what they say or do?
- Do the words or actions in this paragraph suggest something different than what the narrator says? Why might that be?
To assess whether students have digested and can therefore apply the skill, choose a new passage and ask students to apply the same process to analyzing that passage, or for more challenge, another character.
Share with students that you will evaluate and reflect upon their responses; show them a simple rubric so they can strive to meet criteria more readily.
Collect student responses, evaluate, and determine the degree of success. What does your formative assessment reveal? How will it inform what you do next? Where do you need to scaffold? Where can you provide more challenge?
Teacher Tips
- Use rubrics to clarify expectations and scoring.
- Review rubrics with students before assessments.
- Use repetition of structure + questions to support multilingual learners.
Conclusion
Creating formative assessments helps educators identify where students are striving and struggling.
Utilizing Backward Design when creating assignments, reflections, in-class discussions, and group work encourages student-centered instruction.
Identifying desired results, determining acceptable evidence, and creating authentic learning experiences provide us with the tools necessary to pinpoint any misconceptions and learning gaps.
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