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Assessment

Intro
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Best Practice #1 — Criterion-Based Assessments
Have students use Pixton to create comic summaries that showcase their understanding of a text, chapter, or concept. Provide a rubric with optional templates or content packs to guide the process. See the handout for detailed instructions, activity variations, and differentiation strategies.
Best Practice #2 — Formative Assessments
Have students use Pixton to identify and correct errors in a comic, assessing their mastery of a concept. Teachers design a comic with a deliberate mistake using Content Packs and an AI Activity Generator for an exit ticket. An alternative is to gamify the task by having groups compete to spot the error first. See the handout for detailed instructions, activity variations, and differentiation strategies.
Best Practice #3 — Summative Assessments
Use the AI-enabled Activity Generator to assign an activity to students, and edit as needed to ensure your instructions are specific. Have students follow the instructions within the activity, and make use of the options to include writing prompts and vocabulary as a way to give students an opportunity to earn extra credit or get in a little extra practice. See the handout for detailed instructions, activity variations, and differentiation strategies.
Recap
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Associated Research

Cohn, N. (2013). The visual language of comics: Introduction to the structure and cognition of sequential images. Bloomsbury Academic.

Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–8415.

Kapp, K. M. (2012). The gamification of learning and instruction: Game-based methods and strategies for training and education. Pfeiffer.

Short, J. C., Randolph-Seng, B., & McKenny, A. F. (2013). Graphic presentation: An empirical examination of the graphic novel approach to communicate business concepts. Business Communication Quarterly, 76(3), 273–303.

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