FORMATIVE ASSESSMENT |
ANALOGIES
Analogies can be an effective strategy to assess for understanding. The link will provide you with why analogies are important.
(Link)
Analogies can be an effective strategy to assess for understanding. The link will provide you with why analogies are important.
(Link)
APPOINTMENT CLOCK
Students schedule appointments with peers to discuss as the teacher directs. This is a great way for students to practice targeted conversation while the teacher listens in.
Directions + simple example
Several more examples in various formats
Students schedule appointments with peers to discuss as the teacher directs. This is a great way for students to practice targeted conversation while the teacher listens in.
Directions + simple example
Several more examples in various formats
BE SURE TO
COLOR - SYMBOL - IMAGE
CSI is a strategy in which students must figure out the big ideas from a reading, video, or speaker through color, symbol and an image.
Procedure:
Optional beginning:
You could have students share out main ideas to get started.
1. Each student chooses a COLOR and states why this color represents a main idea.
2. Next each student chooses a SYMBOL that represents a main idea and states why.
3. Lastly, each student chooses an IMAGE that represents a main idea and states why. The image may be a sketch, or a photograph.
4. Share with a partner, small group or on a google presentation for a large group share.
Additional suggestions may be found in Making Thinking Visible by Ritchhart,Church, and Morrison.
Copies available via district libraries.
CSI is a strategy in which students must figure out the big ideas from a reading, video, or speaker through color, symbol and an image.
Procedure:
Optional beginning:
You could have students share out main ideas to get started.
1. Each student chooses a COLOR and states why this color represents a main idea.
2. Next each student chooses a SYMBOL that represents a main idea and states why.
3. Lastly, each student chooses an IMAGE that represents a main idea and states why. The image may be a sketch, or a photograph.
4. Share with a partner, small group or on a google presentation for a large group share.
Additional suggestions may be found in Making Thinking Visible by Ritchhart,Church, and Morrison.
Copies available via district libraries.
CONVERSATION CALENDARS
This is a great way to have students work throughout a designated time period (few days to a week) to answer questions posed by the teacher. The ongoing feedback and revision is key to this assessment.
Great examples and links are found by clicking below.
Directions
This is a great way to have students work throughout a designated time period (few days to a week) to answer questions posed by the teacher. The ongoing feedback and revision is key to this assessment.
Great examples and links are found by clicking below.
Directions
DIRECTED PARAPHRASING
Directed Paraphrasing: Say It Again! is a formative assessment strategy . Students must summarize a concept, but with a twist. They must use language for a specific audience. (Younger brother/sister, an expert in the field etc.) Explaining this learning to others, students must examine their own understanding.
Directed Paraphrasing: Say It Again! is a formative assessment strategy . Students must summarize a concept, but with a twist. They must use language for a specific audience. (Younger brother/sister, an expert in the field etc.) Explaining this learning to others, students must examine their own understanding.
EXIT / ADMIT SLIPS
This quick, 5-minute formative assessment can be used at the end of a lesson as an in-class assessment or take-home (admit) response.
Directions
This quick, 5-minute formative assessment can be used at the end of a lesson as an in-class assessment or take-home (admit) response.
Directions
Graffiti Conversation
What are they?
Graffiti conversations are silent conversations that take place on a large display such as a bulletin board, white board, Smartboard, or large piece of paper.
How do they work?
Students are given a content area prompt, which can be in the form of a picture, quote, question, etc. The students respond individually to the prompt. They can respond in words, pictures, or a combination of the two. As summation of the activity, the teacher can have the students tell the class their thoughts, or groups can read their classmates responses and discuss them.
When can I use this strategy?
Use this to activate prior knowledge or as a review. Graffiti Conversations can be used to access prior knowledge or to connect students back to an important topic or key idea at the beginning of a lesson; as a strategy to check for understanding of new learning; or as a reflective or connecting piece at the conclusion of a lesson.
This strategy serves as an effective formative assessment, providing evidence of student understanding (or lack thereof) and allows students to engage in content dialogue around specified topics and purposes.
Graffiti conversations are silent conversations that take place on a large display such as a bulletin board, white board, Smartboard, or large piece of paper.
How do they work?
Students are given a content area prompt, which can be in the form of a picture, quote, question, etc. The students respond individually to the prompt. They can respond in words, pictures, or a combination of the two. As summation of the activity, the teacher can have the students tell the class their thoughts, or groups can read their classmates responses and discuss them.
When can I use this strategy?
Use this to activate prior knowledge or as a review. Graffiti Conversations can be used to access prior knowledge or to connect students back to an important topic or key idea at the beginning of a lesson; as a strategy to check for understanding of new learning; or as a reflective or connecting piece at the conclusion of a lesson.
This strategy serves as an effective formative assessment, providing evidence of student understanding (or lack thereof) and allows students to engage in content dialogue around specified topics and purposes.
HEADLINES
Headlines is as a reflection activity that identifies if students have an understanding of the main idea of the learning.
1. Students need to write a headline that explains the main idea.
2. Students justify in small groups their heading.
3. Headlines can be shared with the whole class and students can look for commonalities.
Note: If you want to find out more ideas for using this strategy checkout out Making Thinking Visible by Ritchhart, Church, and Morrison.
Headlines is as a reflection activity that identifies if students have an understanding of the main idea of the learning.
1. Students need to write a headline that explains the main idea.
2. Students justify in small groups their heading.
3. Headlines can be shared with the whole class and students can look for commonalities.
Note: If you want to find out more ideas for using this strategy checkout out Making Thinking Visible by Ritchhart, Church, and Morrison.
I LIKE, I WISH, I WONDER
A simple strategy to solicit reflective feedback using I statements.
Template
A simple strategy to solicit reflective feedback using I statements.
Template
QUICK WRITES
Need something for an easy formal assessment? Give Quick-Writes a try. It is a way for students to respond in writing with a brief reflection about key ideas and details. This strategy can be used before, during, or after a reading/video/activity.
Directions
Need something for an easy formal assessment? Give Quick-Writes a try. It is a way for students to respond in writing with a brief reflection about key ideas and details. This strategy can be used before, during, or after a reading/video/activity.
Directions
SIMITATOR (simulate Facebook & Twitter)
Paper Template Example
Paper Template Example
S-O-S Summary
The S-O-S Summary is excellent practice for essay writing without all of the writing . It helps students choose a point of view and support it with evidence presented in brief bulleted points . Teachers can use it frequently because it requires much less time than an essay—both to write and to assess .
The S-O-S Summary is also good practice for students who are required to complete DBQs (document-based questions) in social studies, write critical-lens essays in English Language Arts, or ponder ethical dilemmas in science . Each of these tasks requires students to take a stand on a particular issue and support their point of view with evidence, facts, and examples .
Give students a statement. They must reflect on what it means. Give their opinion, and support it with evidence.
Template
The S-O-S Summary is also good practice for students who are required to complete DBQs (document-based questions) in social studies, write critical-lens essays in English Language Arts, or ponder ethical dilemmas in science . Each of these tasks requires students to take a stand on a particular issue and support their point of view with evidence, facts, and examples .
Give students a statement. They must reflect on what it means. Give their opinion, and support it with evidence.
Template
STOPLIGHT
Click here for directions sheet or create a Google Form to collect responses in a more anonymous format (see picture below).
SUM IT UP
- You have students imagine they are placing a classified ad or sending a telegram, where every word used costs them money.
- Tell them each word costs 10 cents, and then tell them they can spend "so much." For instance, if you say they have $2.00 to spend, then that means they have to write a summary that has no more than 20 words. You can adjust the amount they have to spend, and therefore the length of the summary, according to the text they are summarizing.
Survey
Teachers can submit basic surveys questioning student's prior knowledge.
THINK it, INK it, LINK it
In this strategy the teacher posts a question or prompt, and the students Think-it (think time to process the question / prompt), Ink-it (record their responses), and Link-it (connect their learning to their life or prior knowledge).
It can be recorded in various ways: Blog, exit ticket etc.
In this strategy the teacher posts a question or prompt, and the students Think-it (think time to process the question / prompt), Ink-it (record their responses), and Link-it (connect their learning to their life or prior knowledge).
It can be recorded in various ways: Blog, exit ticket etc.
TROUBLE SLIPS
From Deeper Reading: Comprehending Challenging Texts:
Cut paper into bookmark sized strips, giving each student several (could be color-coded for type of question/trouble, by student, reading level, etc.). Students make notes right on the strips, drawing, using arrows, etc. to help them find the 'trouble' the next day. These slips provide instant conversation starters for peer help, class review, etc.
From Deeper Reading: Comprehending Challenging Texts:
Cut paper into bookmark sized strips, giving each student several (could be color-coded for type of question/trouble, by student, reading level, etc.). Students make notes right on the strips, drawing, using arrows, etc. to help them find the 'trouble' the next day. These slips provide instant conversation starters for peer help, class review, etc.
WORD SUMMARY
This a new spin on the 6 word essay. Directions are as follows:
1. Write the numbers from 10-20.
2. Ask a student to pick a number.
3. The number chosen will be the number of words students need to use when writing their summary.
This a new spin on the 6 word essay. Directions are as follows:
1. Write the numbers from 10-20.
2. Ask a student to pick a number.
3. The number chosen will be the number of words students need to use when writing their summary.
YES / NO CHART
This is a quick formative assessment to change up the traditional exit ticket. Yes/No Chart has students list what they do/don't understand about a topic. On the left list "do" and on the right list "don't. It is important for their response be specific and not be vague.
This is a quick formative assessment to change up the traditional exit ticket. Yes/No Chart has students list what they do/don't understand about a topic. On the left list "do" and on the right list "don't. It is important for their response be specific and not be vague.