It is rare that I give an in-class quiz or test. Most of the work I have the kids do is either online, or some sort of a project-like assessment that they can work on at home, and I often require that they have their work peer-edited. If this sounds more like what students would do when writing as essay in their language arts class, you're right, since that's where I got the initial idea to run assessments this way.
The question that I asked myself that led me to this is: What is the point of assessment?
Is the point of assessment to determine how well the students understand the material so we (the student and teacher) can make a plan going forward to help the student continue to grow where they're good and make better progress where they're falling short? Or is it to make that determination under the pressure of demonstrating their abilities in a specified 45 minutes?
I answered in the former. Even if there is some kind of end-of-course test (from the state department of education or from the College Board or wherever), practicing with the time constraint while alleviating the pressure in a low-stakes or no-stakes situation in the classroom will give you a better read on how the kids are doing.
Yes, there are situations in life when the pressure of a time constraint is very real and very important. Assessment in a classroom shouldn't be one of them. Not if we really want to know how well they understand the material.
Hello! I'm learning so much perusing your blog posts. I also noticed you presented a workshop at the summer conference at Exeter. Hoping to get back there in the next summer. I'm wondering if you are willing share some of your materials. I teach MS Geometry, Algebra and Math 8. Hope you're well and I look forward to connecting with you. Geneva
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