Class discussions are a common classroom tool. However, many teachers do not use these to assess student learning. The teacher makes a quick seating chart for that day. As the students speak about the causes of the American Revolutionary War, the teacher puts down a horizontal line (--) if the students offer a statement; or the teacher writes down a question mark if the students ask a question. Next, the teacher assesses how well that statement or question relates to the day's learning and puts a plus sign (+) if it relates directly.

When Juan says, “I think one reason for the war was...,” the teacher writes down a horizontal line and a plus sign. When Susan responds, “Yeah, I agree”, she receives a horizontal line but does not get a plus sign since her answer does not show any understanding of the learning task. Likewise, when Salaam asks, “What would have happened if the British...,” the teacher records a question mark and a plus sign. However, when Tom asks, “Why did the British wear red?” the teacher records a question mark, but not a plus sign, since the question does not relate to the cause of the war. A variation is to rate each student on a proficient scale of 4-very proficient, 3- proficient, 2- Developing, and 1- Starting. After the discussion, the teacher can see not only who participated, but how on-learning-task each student was.

How do you assess your students in a class discussion?

Dr. Harry Grover Tuttle focuses on assessing and improving student learning through low- and high-tech tools.

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