Informal vs. Formal
The most obvious form of informal assessment would be the spontaneous, in-class essay. Requiring the students to express themselves on a particular topic applicable to the curriculum has the potential to track both their assimilation of ideas from class discussion and their comprehension of course readings. I believe this potentiality makes informal assessment the most complete form of assessment in an English classroom.
Paper-pencil vs. Performance
A short-answer/small essay exam would be an example of paper-pencil assessment. I would use this form of assessment to evaluate students’ level of reading retention by asking them to describe certain characters, plot devices, or symbols from their reading. This would give me an idea of what I need to focus on in future classes and also hold the students accountable to their readings on a weekly or semi-weekly basis.
Standardized vs. Teacher-developed
An end-of-unit exam would be the sort of teacher-developed assessment I would use. Tailor-made questions (multiple choice, true/false, vocabulary definitions, etc) can target specific learning goals and hammer home necessary items for future standardized exams.
Criterion-referenced vs. Norm-referenced
A term/research paper would be a great example of a criterion-referenced assessment. Requiring students to follow essay structures (introduction, thesis, body, conclusion) and citation standards would indicate their level of comprehension and mastery. These assessments can also potentially build a great deal of confidence and momentum within the classroom and, in turn, can help provide some level of intrinsic motivation for future assignments.
Traditional vs. Authentic
A systematic critique of a work (novel, song/poem, play/movie, etc.) would be an example of an authentic assessment. Requiring the students to apply conceptual ideas of critical theory to a pop-culture or contemporary work help students understand that they can/should use the same techniques developed in-class to evaluate the media they consume in the real world outside the classroom. This would (hopefully) pay future dividends in college and beyond through authentic self-expression and beneficial self-analysis.
I like your ideas for assessment, Beau. I especially think an informal essay or free-write related to the readings would be a great way to judge how much they're reading and what might be confusing to them. I like the idea of a teacher-made criterion referenced exam for a summative assessment. Your authentic assessment - a critique - is another great example of applying what we learn to the real world. Overall, I think these assessments would work well in a high school English class, but most of all, they would be good assessments to help you determine where your students are at and what they need to know to move forward. Thank you for sharing!
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