I’ve written about my usual SBG scheme here. It works fine and many students take advantage of learning at a slightly different pace but still getting credit for what they know, once they know it. However, I’m interested in keeping small quizzes primarily in the formative domain, yet using an assessment tool that is based on clear learning objectives, re-testable and flexible. This post talks about a possible transition from using a few dozen learning objectives in quizzes to a new, larger goal assessment tool.
One thing I’ve been trying to implement more and more into my units are Performance Tasks. McTighe and Wiggins in their Understanding by Design framework say that a Performance Task is an authentic assessment where students demonstrate the desired understandings. In my context, I currently use small SBG quizzes for the bulk of my assessments. Jay McTighe, who I had the pleasure and privilege of having lunch with, would probably call my quizzes “supplementary” evidence.