Non-graded assessments

While reading the article for last week and listening to Tony's presentation, I was once again struck by the conundrum of how to adapt my grading to better facilitate student learning. Indeed, the paradox of learning and grading has always been a point of concern in my own classes. Because of this, I was grateful for the insights offered both by Tony and by the article. What I want to address, though, is the educational value that I have found in the use of non-graded assessments.

I suspect that many of you, like me, use non-graded assessments in your classrooms to try to assess learning in creative ways while sidestepping some of the problems that come with grades. I like non-graded assessments, because when I read them, I don't have to worry about critiquing individual students. I can spend more time assessing my own teaching through student feedback. One technique that I use in my classroom is the "one-minute paper." This assessment technique is more frequently used by colleges and universities and is succinctly articulated by Tom Angelo and Patricia Cross and is explained more indepth by Steven Draper of the Universtiy of Glasgow. Basically, I ask students to take out a 3x5 index card and to spend one minute writing as much as they can reflecting on a prompt question that I give. I might ask students what they thought was the point of class that day to see if I am doing a good job articulating my learning objectives. I might ask what lingering questions students have or what they thought were the most important two (or three or four) things they learned that period. I love the instant feedback that they give me. I usually can read about 3-4 minute papers per minute.

Has anyone else used this technique or a similar technique? Did you find the two links that I provided helpful? What other forms of non-graded assessment do you use? What are some of the strengths and/or drawbacks of this form of assessment? I am excited to get your insight.