Practice testing (sometimes called “retrieval practice”) involves frequent testing or quizzing over a period of time to encourage students’ recall of the material from memory. Over time, this makes the material “stick.” The key is to make sure that tests are “low” or “no-stakes.” In other words, this is meant as a learning technique, not for assessment. Practice testing can be done by an instructor, or students can test on their own.

Distributed practice (sometimes called “spacing”) involves spreading out learning sessions for a new concept or idea over time, rather than all at once.

Dunlosky et al. rated the following three techniques as moderately effective. Compared to the “highly effective” techniques, these are more difficult to apply in different environments or with different students, and have less evidence to support their role in improving learning.

Practice testing and distributed practice work across a variety of environments, content areas, and grade levels. They can be easily implemented in the classroom, and by students at home. Interleaved practice, elaborative interrogation, and self-explanation also show some promise, but more research is needed to determine exactly how and when they are most useful.

Assessment systems that support cooperative and inquiry approaches to learning share three key characteristics:
• Intellectually ambitious performance assessments that enable students to learn and apply desired concepts and skills in authentic and disciplined ways.
• Evaluation tools, such as assignment guidelines and rubrics, which define what constitutes good work and effective collaboration.
• Formative assessments to guide feedback to students and to shape their instructional decisions throughout a unit. As teachers of all grade levels recognize, the types of

How can I create innovative formative/summative assessments that inform me, don't take long to grade and digest but feel legitimate and worthwhile for students?

Initial ponderings from video and slides: SUMMATIVE - Assessments OF Learning - How much have students learned as of a particular point in time?
FORMATIVE - —Assessments FOR Learning - How can we use assessment information to help students learn more?

My favorite tool to use for ELA assessments is Turnitin.com. This tool use has helped me truly prepare my students for the next step in education.

Two final notes: For assessments to serve the critical functions
detailed above, they must be grounded in a conception of learning as developmental and in a belief that all students will learn from experience
and feedback, rather than being constrained by innate ability.
It is also important to remember that the most effective performance
assessments are part of a related set of practices that include
the integration of assessment and instruction, systematic use
of iterative cycles of reflection and action, and ongoing opportunity
for students to improve their work.