A forum for discussing what's working -- and what isn't -- in standards and assessments.

Assessment of teacher learning

David Wees Learning Specialist: Technology for Stratford Hall

I had the realization recently that when we as educators are in workshops, presentations, etc... that there is very little assessment of our learning, either informally or formally. If we consider assessment a form of feedback to the learner on their progress, it is pretty important that we should include some form of it in all lessons, including ones directed at teachers.

I'm wondering what strategies would be effective to:

1. Verify that your audience in a presentation "get it."
2. Check to see that teachers in a workshop are constructing knowledge in effective frameworks.

Any suggestions? I'm looking specifically for self-assessment, formative assessment, and summative assessment strategies people have either used, or are willing to suggest.

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I've been wondering the same thing

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This year I've delivered (need to move away from delivery though) many PLs and have scratched around for assessments.
Some I have used:
- Exit slips
- Question at the begining, Check at end to see if it's been answered.

My end conclusion was that you really need to do follow up PLs with the teachers; that's your assessment. Just like the classroom.

assessment and transferring knowledge

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As an instructional designer, teacher, and faculty developer, I have a definite interest in your question. I think we need to look at both formative and summative assessments. Build in formative assessment measures throughout the session. Some of my favorite ideas come from Angelo and Cross' CATs (Classroom Assessment Techniques). Many webinars build in mini polls and surveys that can be used to assess understanding. I agree with mrgamble6 though. We need to move away from delivery and model the kind of teaching we want teachers to incorporate in the classroom. Have teachers demonstrate understanding by working in groups to create or revise a lesson, use a new technology, solve a problem... They also need to develop an action plan on how they intend to implement what they have learned. All too often we give teachers credit for attending and don't build in any follow-up to see if they used the information or need additional support. There needs to be some kind of oversight also--from a supervisor or mentor, for example.

8th Grade Science in Rochester, NH

ideas to impliment

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Try some of the Formative Assessments mention in Science Formative Assessments, use a pre and post combination, to see how the teacher has developed during the workshop. Remember - No matter how well the presenter plans - each teacher gets as much as they put in.

COuld anyone please help me

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COuld anyone please help me out. Now adays am learning about Assessments but am stuck on 2 questions i.e.
Q. What are the Various Assessment Terms used in the teaching and learning process.

Q. Discuss three models of ' Assessment Or Test Practice' Mention their purpose, merits and demerits.

I am not able to understand these terms.

Kindly anyone if like to give the answer of the above question.


Learning Specialist: Technology for Stratford Hall

Hi Mehreen, Those are both

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Hi Mehreen,

Those are both fairly difficult questions. There are a lot of different types of assessments, and there are certainly many different assessment models.

Can anyone suggest a good book for Mehreen to read about this?



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Thanks for the reply. I am really waiting for the answer :(

Learning Specialist: Technology for Stratford Hall

Hi Mehreen, I've had a

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Hi Mehreen,

I've had a recommendation via Twitter that you read some of the books by Damian Cooper: http://www.damiancooperassessment.com/talk.html

This Wikipedia article also has some good information on assessment, including a link back to Edutopia at the bottom:


Hope this helps.

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