Strategy 3: Post-assessment
Once a lesson sequence or unit is taught, teachers should find out what students learned as they completed culminating projects, extension activities and/or tests. The premium here is estimating, with some assurance, what students actually learned. This is summative assessment.
For this purpose, performance tasks (projects, presentations, tests, etc.) should be authentic, credible and user-friendly. Four of the tools below are intended to help teachers to analyze performance tasks, in advance, in order to determine whether they will yield information that will 1) improve teacher and student performance and 2) provide useful feedback to students, teachers, administrators, parents and policy-makers. One of the four is general; the other three focus on particular aspects of the performance task.
The fifth tool is for analyzing students' completed work.
For alternate strategies for post-assessment, see Test-writing guidelines and Using letter-writing for assessment.