Assessment in Faith Formation

Jesus often assessed his disciples’ understanding of what he had said or done. For example, after he washed the feet of the apostles, Jesus said, “Do you realize what I have done for you?’” (John 13:12). For some reason, however, when it comes to our faith formation efforts, there is a tendency to shy away from measuring or assessing where disciples are on their journey. While it is improper to give a test to determine if someone can receive a sacrament, or for the purpose of deciding whether a learner has passed or failed a faith formation experience, the fact is, we are responsible for assessing the progress of learners on their faith formation journey. Such assessment, however, involves much more than simply giving an exam.

The Order of Christian Initiation for Adults (OCIA), which serves as the model for all catechesis, states clearly that catechists and pastoral staff are responsible for discerning the readiness of catechumens and candidates (OCIA paragraphs 42 and 43). This responsibility to assess the progress of an individual’s conversion applies to all forms of faith formation. In essence, assessment is a form of accompaniment. We seek to assess the formation that is taking place in our learners and offer feedback leading to further growth. Since people learn in a variety of ways, a variety of forms of assessment are needed. Let’s look at some examples.

Informal or Formative Assessment

Refers to the ongoing monitoring of learning to provide ongoing feedback that can help teachers to adjust their teaching and learners improve their comprehension. This type of assessment mirrors what Jesus did after he sent 72 disciples out in pairs to proclaim the kingdom. Upon their return, Jesus gathered them to hear their reports and to assess their progress (Luke 10:1–24).

• Ongoing—Include opportunities to assess your learners’ grasp of concepts by observing their participation in discussions, group work, prayer and reflection, and service to others.
• Specific Tasks—Include specific opportunities to evaluate verbal (oral and written) and nonverbal (drawn, crafted, presented) expressions and responses. In addition to occasional quizzes or tests, these may take the shape of activities that invite your learners to express in a variety of forms their understanding or application of various concepts.

Formal or Summative Assessments

Refers to assessment done at the end of an instructional period (a chapter, unit, liturgical season) and in relation to a set of standards or benchmarks that gives learners the opportunity to demonstrate what they have learned as well as what they can do with what they’ve learned. In addition to some form of test, quiz, or exam, formal assessment can take the shape of the following:

• Service Experiences—Provide suggestions for specific ways that your learners can put their faith into practice by serving others, either individually or as a group, and then reflect on the impact of that experience on their faith journey.
• Interviews—A good way to conduct assessment is through an interview, not to be confused with an oral exam. In other words, the interview is not just asking questions to test a learner’s recall. Rather, it is an authentic conversation. In recent decades, many faith formation programs have taken to doing interviews with their confirmandi before reception of the sacrament. This same approach can be used in any faith formation experience or setting.
• Learner Portfolios—A portfolio is a collection of a learner’s work over a period of time. Portfolios are a means for allowing learners to see the arc of their growth and progress. Portfolios also give catechists the opportunity to gain insight into their learners’ efforts, progress, achievements, and thought processes, as well as their strengths and needs. One of the advantages of using portfolios is that learners are actively engaged in their own ongoing assessment. However, catechists need to help learners identify portfolio-worthy assignments. File folders or binders can be used as portfolios because it is easy for learners to add or take work out of them over time. Learners should have easy access to their portfolios and should be encouraged to interact with their portfolios often.

Breaking Out of the “Final Exam” Mentality

It is no secret that, for the last couple of centuries, the Church’s approach to faith formation in the United States has been based on an academic model. One of the vestiges of this model is the notion of a final exam. When it comes to assessment, we immediately think of an exam. Let’s remember, however, that we are not teaching a subject but are facilitating encounters with Christ. This calls for a different kind of assessment. 

Any approach to assessment in faith formation must pay attention to the various ways that people learn and prefer to express themselves, which means that we must offer options for learners. Consider options by which learners can demonstrate (not only to you, but also, if you choose, to the rest of the group, a group of younger learners, or even the parish-at-large) their comprehension, grasp, and significance of what they have learned while also giving them the opportunity to be true disciples and to spread the Good News. Example options include filming videos, composing a song, participating in an interview, and drawing a picture.

There Is a Place for Testing in Faith Formation

Throughout this article, we have downplayed the use of quizzes, tests, and exams as a form of

assessment in faith formation to reinforce the fact that we are not teaching a subject but are

facilitating encounters with Christ. Having said that, the fact is, God’s saving grace has been revealed to us throughout salvation history through specific words and actions. For this reason,

it is imperative that disciples of Christ can draw on this specific content to better understand their faith and to talk about their faith with others. 

In other words, we have every right to assess the extent to which learners are embracing and comprehending content in faith formation—with these important caveats:

• Assessments are not intended to determine a grade (or a determination of pass/fail) but rather to indicate which concepts need further attention or which learners need further instruction.
• We must never rely on quizzes or tests either to determine eligibility for a sacrament or to pass/fail learners; rather, assessments are given to indicate how to better accompany learners on their journey.

Finally, as you consider your approach to assessment in faith formation, keep this question in mind: What words and actions indicate that this learner is growing in a life of discipleship?

—Adapted from The Catechist’s Toolbox 2.0