I have always had a growth mindset when it comes to assessment. Below are examples of my informal assessments, formal assessments, and post assessments.
Frequent informal assessments allow me to gauge how much my students have learned and what they need the most help with before a formal assessment. Informal assessments can be online, such as a Kahoot or a quiz that is not graded, it could be a whiteboard activity, a warm-up or exit slip, a peer review, or a self-evaluation. I also consider study guides and rubrics as an informal assessment because they are used as the last opportunity to ensure the students understand expectations and there is still time to attain the required knowledge.
Although I prefer projects or open-ended questions for assessments, I still have to follow school and district guidelines. I cannot publish the multiple choice exams, but here are a few of my preferred formal assessments. I placed the group evaluation in this category because my students earn a group grade. As the observant teacher, the students know that I have the final say and there have only been a couple times when I felt a student had earned a higher grade than one of his or her peers. I have never had to give a lower grade than the peers.
When students turn in a project I have complete a self reflection. This is either a separate survey, or a highlighted/underlined/circled portion on the rubric. Both examples are below. This allows me to add personal comments about their effort or interest in the project. After an assessment, I analyzed the strengths and needs of my classes and compared it to those of my professional learning community (PLC). Together we would create a strategy to re-teach and re-test, if possible, to ensure that all students mastered the standards. After many students did not pass the chemistry exam, we created a chemistry presentation remediation project that is included below.