Issue link: http://educator.cta.org/i/1487796
relevant to the topic of study, and this requires criti- cal reflective skills. • Ti m e e f f i c i en c y. Ma ki n g a ss e ssm e n t s c a n b e time-consuming, as is re-teaching content when students do not perform well on assessments. ere- fore, taking any steps at the onset to mitigate either of these outcomes can be beneficial for teacher and student alike. ere are also obvious challenges to implementing this into a classroom, but the good news is that these can be overcome. • Knowledge of content area. Students may feel that they are unable to generate questions for an upcom- ing assessment due to lack of knowledge about the content area. But with guidance from classmates, most should be able to at the very least identify ques- tions or tasks that they should be able to do. • Lack of curriculum control. Some educators don't have a lot of control over what will be on an assess- ment, so letting students design the assessments is challenging. However, the process discussed here can be used as a way to review topics that will be assessed and you can reinforce those critical topics through discussion. Tips for implementation Here are suggestions for incorporating student-designed assessments in your classroom on a regular basis: • Start small. For many educators, the first option of picking and choosing questions is the easiest. • Be concise. is does not need to be an extensive classroom activity. Allot 15-20 minutes maximum for the activity, and then move on with the rest of the instruction. • Use the questions. If you want to create buy-in and ownership in the process, the students need to see that their feedback is useful. • Make it tim ely. D o thi s enough in advance to address any confusion or be willing to adjust the date of the assessment. A more personalized learning (and assessment) expe- rience does not need to be complicated nor stressful. As educators, it can be difficult to relinquish some of the control that we have in the classroom. However, perhaps sharing some of this control with our students can lead to a more personalized and engaged experience. is article originally appeared in Edutopia. 51 D E C E M B E R 2 0 2 2 / J A N U A R Y 2 0 2 3 ONLINE BILINGUAL AUTHORIZATION PROGRAMS AT WHITTIER COLLEGE 3 COURSES • 1 YEAR • FROM ANYWHERE LEARN MORE Train online and earn certification to teach high levels of academic biliteracy in K-12 dual language settings. Apply by May 1 to start Summer 2023. Easily connect with a counselor to discuss applying: Email Teresa Compean at tcompean@whittier.edu or call or text 562.600.8943 WHITTIER.EDU/BILA