In all educational contexts fair assessment is at the very heart of the contract between the student, the instructor and the institution; it’s supposed to allow both students and instructors to evaluate student’s concurrent standing in a particular subject matter in relation to particular institutional parameters. All parties involved accordingly rightfully expect assessment to be immanently objective, transparent, and thereby comprehensive.
Theory today generally distinguishes two types of assessment: formative and summative, with each having their respective place and meaning within the teaching & learning ecology. As the term suggests, ‘formative’ assessment is primarily intended as feedback – rather than a grade – during the learning process that allows students – and instructors – to subsequently adapt their learning (or teaching). ‘Summative’ assessment in turn aims at “summing” up students’ overall achievements at the end of a unit/course – and usually articulates in some kind of grade.
Curricula in creative studio practices commonly depend on studio critiques, audio-visual presentations or similar for formative – and summative – assessment. However, in a virtual classroom it may not always be possible to get a sense of students’ understanding of a presentation/critique.
For these situations it may be beneficial to have some simple, ‘non-threatening’ tools to easily capture survey-like overviews of a class’ engagement with the subject matter.
Upload a PDF and add text, drawings, photos, hyperlinks, and audio recordings to create dynamic lesson content.
Formative allows to add interactive items to existing presentations to which students may respond via their devices. Results are collected in real-time.
As part of their Google Classroom ecology, Google suggest their Google Forms – a survey management tool related to Google Drive – to create online quizzes with hyperlinks, images, and videos.
This is a popular free class quiz game that lets teachers use multiple choice or sequencing questions to be answered by the students on their mobile devices.
Nearpod utilises browser-based presentations which the audience may access via their devices to complete particular assignments.
Plickers is a simple app that lets instructors collect real-time formative assessment data in a class without the need for student devices – though the instructor needs one. As students indicate their response by holding up a QR-code like physical card, the instructor also needs to be in a position to ‘scan’ all cards at once – which may not always be feasible in an online setting.
Real-time polls may be integrated into an audio-visual presentation; audience responds with mobile, or in your web browser, and the responses are shown in real-time within the same presentation.
Another gamified quiz-making application.
A Pictionary-style drawing game in iOS platform, originally for children, but easy to appropriate for visual assessments in creative studio classes.
A free web-based service that offers four different templates for simple quizzes to which students may respond on mobile devices.
iSpring. Formative and Summative Assessments in an Online Classroom. 2016.
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