56 Different Examples Of Formative Assessment.
56 different examples offormative assessment.Curated by David Wees, Formative assessmentspecialist, New Visions for Public Schools
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3x SummarizationTo check understanding, ask kids to write threedifferent summaries:One in 10-15 wordsOne in 30-50 wordsOne in 75-100 words.The different lengths require different attentionto details. Compare/ contrast with peers/ lookat teacher model (via document camera.)(@codyjohk)
PostcardHave students write a postcard as a historicalfigure to another historical figure discussingand describing a historical event.
3 ThingsList 3 things that a fellow student mightmisunderstand about the topic.
Venn DiagramHave students compare and contrast a topicusing a Venn diagram.
Hand in, pass outAsk students questions, have them respond onnotebook paper anonymously. Students thenhand their papers in. Teacher immediately,randomly gives them back to students forgrading. Students get practice grading otherswork, but shouldn't know who is who. Teacherthen takes informal poll about how manyquestions students answered correctly.(@jnbtaylor)
Visualize (Be theIllustrator)Read a page of the story not allowing studentsto see the illustration. Have each studentcreate a visualization (illustration) for that page.(Kim Huey)
QuizzesGive students quizzes, which either you mark,or they mark. You can use the informationgathered from the quizzes to guide yourinstruction, or to give feedback to the students.@davidwees
Write it downHave students write down an explanation ofwhat they understand. Read these explanationsto help inform your instruction, and writecomments on them (or discuss them with thestudent) to give them feedback.@davidwees
My Favorite NoAssign students a warm up problem or two.Hand out index cards to the students. Sort theindex cards into yes/no piles. Choose yourfavourite no response and analyze it as aclass.See up-routine(@fawnpnguyen)
Mini-whiteboardsEach student, or groups of students, has amini-whiteboard. As they work throughproblems, they can share them either with youas a class, or you can walk around theclassroom and see their work.@davidwees
Create somethingThis is similar to checking for transfer. Havestudents build/create something that requiresthat they apply what they have learned.@davidwees
Check for transferCheck to make sure your students are able totransfer a concept from one domain to another.This could take a variety of forms. For example,can they identify the climax in a short story, anovel, a movie, and an advertisement?@davidwees
Extension ProjectsExtension projects such as: diorama poster fancy file folder collage abc booksAny creative ideas students can come up withto demonstrate additional understanding of aconcept.
Doodle ItHave students draw what they understand,instead of writing it.
Chalkboard SplashNumerous students respond to aprompt/question on the chalkboard orwhiteboard at the same time.
Text RenderingStudents read an informative text independently,highlighting or writing down a few sentences they findimportant, interesting, of note, or that give them an Ah ha!moment. Then, group students and have each share asentence from the text. Next, have each student pick andshare a phrase from the sentence they shared. Finally,each student will pick one word from that sentence andshare. Have students then discuss if the words, phrases,and sentences they chose sum up the main idea of thetext.(@brandonhebert)
MetacognitionMetacognition allows for the students toprocess what they did in class and why it wasdone. At the end of class (or each assignment ifon block sched), have students complete atable similar to the one below. Collect andprovide feedback.What did we doWhat did I learn?How can I apply it?Why did we do it?today?What questions do I still have about it?(@brandonhebert)
Exit slipYou hand out a short quiz or a few simplequestions, and students give them to youas they leave your class.Source: http://wvde.state.wv.us/strategybank/3-2@davidwees
Quick nodYou ask students if they understand, and theynod yes or no. You can do this using Polleverywhere.com or a Google form.@davidwees
Watch body languageIf you pay careful attention to the bodylanguage of your students, quite often they willcommunicate understanding or a lack ofunderstanding through their body language.@davidwees
Running recordsAssess students on reading, keeping track ofwhat they do as they read, and what mistakesthey make (possibly including self-corrections).Here is more detail on running records.(@bgsmith 66)
Thumbs up, middle, or downAsk the class if they understand a concept. Ifthey (think) they get it, thumbs up. If they arenot sure, thumbs middle, if they don't get it,thumbs down.In ancient Greece they used a closed fist (Ihave a good grip on the matter) or an openhand. @BraddoSee http://en.wikipedia.org/wiki/Zeno of Citium@davidwees
Hand ThermometerUse for Peer FeedbackStudents share with the class one thing that is beingworked on such as strong leads. After the student hasshared, the class raises their hands to level that they feelthe item has met the criteria - no verbal commentsnecessary as student who shared has a very quick visual ofwhere they are at- all the way up is "hot" or excellent- half way up is "mild" or okay, meets but could be better- just above desk height is "cold" or needs to be improved(@annemidd)
Two Roses and a Thorn:Name two things that you liked about a chapter,lesson, etc and one thing you did not like or youstill have a question about. This can be used asa wrap up or an exit ticket.
Fingers up!Similar to thumbs up/down/middle - chooseoption or match using 1, 2, 3, 4, or 5 fingersheld up with 1 meaning "I need a lot of help"and 5 meaning "I really get this."(@frank w b)
Red / green cardStudents hold an index card (that has a red circle on oneside and a green circle on the other) in front of them whereyou can see it. As they are following along with you andunderstanding, they show the green circle side. When theymiss some information, need clarification, or don'tunderstand, they turn it to show you the red circle. Muchmore effective than having them raise their hands and letsyou know shortly after they are lost instead of at the end ofclass.
Traffic LightsUsed for pre-assessment, student self-assessment andeven as an exit slip. Green I know this; Yellow I mayknow this OR I partially know this; Red I don't know this.You can do this before a topic, during the topic and rightafter the topic. You can track their progress (and so canthey). You can use coloured highlighters for this. Somealso use coloured cups on a students desk as well.You can also laminate strips of construction paper, one ofeach color (r,y,g), single-hole punch on short end, andplace on a ring. Students can then raise the appropriatecolor at any point during the class. (@brandonhebert)
Google Forms"Comments/questions/suggestions about thelesson?" Students who normally would notparticipate in class will participate virtually.
ClickersGive each student a student response system(or clicker) or use a service like Socrativeteacher, Poll Anywhere, or Google Docs andask questions during class, and have studentsrespond individually (or in groups) to thequestions.
FlubarooUse the Flubaroo script to create self-markingquizzes that students can take for formativefeedback on their understanding.See http://www.flubaroo.com/
Cold-callingAsk students questions during class. Use aprocedure for asking questions which ensuresthat all students have a chance to be asked aquestion, and include students who might nototherwise participate.Apps such as TeacherPal (free) can be used torandomly call on students without repetition orleaving anyone out, for those of us who can'ttouch popsicle sticks.
Text the answerStudents text their answer to a site such asWifitti (http://goo.gl/wrxOC). It hides their actualidentity so they can be honest and not feelembarrassed.
Use Google DocsHave students do their writing in Google Docs.Either you observe their writing, or a peer does,and gives live feedback while they are writing.Feedback should not be "oops you made amistake" but "oh that's interesting, what madeyou add that?"
ActivePromptUpload an image (like the one above via RileyLark) to http://activeprompt.herokuapp.com/.Give the URL to respond to students and askthem to place a red dot according to how theyfeel. See also http://activeprompt.org.
Twitter votingSimilar toclickers, butmuch cheaper.Set up a scriptthat usestwitter to voteand display agraph ofresults ofstudents'feedback.
Back ChannelUsing a program such as Todays Meetstudents are able to state ideas, discussthinking, and share questions as a topic isbeing taught. Teacher is able to quicklyaddress questions, point out interesting thinkingand students are able to build on their ownunderstanding through the thinking of theirpeers. Especially great for the shy students asthey have a voice through technology.
Cork boardStudents are able to collaboratively post theirclosing thoughts, ideas, questions, orcomments on a digital cork board.As seen in:See an example using Linoit.(Alternative: Padlet)
Twitter BoardStudents are able to summarize what is learnedfrom a lesson within a short sentence.
Socrative"As easy as raising your hand."Students can log-in to your virtual socrativeclassroom. Teachers can have preposted or 'onthe spot questions' for students to respond to.http://www.socrative.com/
Crowd-source a presentationHave students create a presentation, much likethis one, and offer it to their personal learningnetwork to edit (and their teacher). From theedits that are made by people in their network,students will get feedback on their work.* This requires students to have reasonably collaborative personal learningnetworks already developed.
Photos to assess learningChose two or three photos that represent aprocess. Have students write captions for eachphoto followed by a short summary.
Create a videoStudents create short videos or screen-castswhere they explain their reasoning. You canthen watch what they create and see what theyare able to explain, what they omit, and whatthey may not understand.
Talk to each otherHave students discuss with other how theywould accomplish a particular task, explain aspecific idea, or talk about some knowledgethey have gained. Your job as teacher is towalk around the room and listen in on thestudent conversations.
Partner QuizzesKids work on the first question together andprovide each other with feedback, then workindependently on a new question coveringsame concept.
Teach younger kidsHave your students teach younger students (oract as tutors) the basic concepts in an area withwhich they should be very familiar. Check inwith both sets of students to see how well thetutoring worked. Use this to inform yourinstruction for the older students and theyounger students.
Rotate groupsHave students work in stations, and rotatethrough the stations. In small groups, supervisean activity (or a discussion) and assessstudents in the small groups, and provideeveryone in the group with feedback relevant tothe discussion.
Mazur's ConcepTest andThink-pair-shareUsing cards, poll, clickers etc for a multiplechoice question to check for understanding andthink-pair-share to discuss with others.See test.html
Jigsaw GroupsGroups work on a different section of a text andbecome experts on that section. Thenrestructure the groups so each new group hasa member that read a different section of thetext. Each expert will share their work with therest of the students.
Answer the LEQCan the students answer the EssentialQuestion from the lesson (either verbally orwritten)?
Raised handsWhen you ask questions in class, watchcarefully to see who raises their hands (makesure to give sufficient wait time for yourquestions). This may indicate who understandsthe material, and who does not, howeversometimes people understand and just do notwant to answer.
ListeningHave students explain to you how they knowsomething is true. Try and see from theirexplanation if they have any misconceptions.
Ask clarifying questionsAsk questions of students to clarify yourunderstanding of student thinking. Recordthese on an anticipation template, such as thetemplates in this folder.
Anticipate responses1. Do the work you are going to give yourstudents first in at least two different ways.2. Anticipate student responses to the work.3. Give the students the work.4. Circulate around the room.5. Record your observations on an anticipationtemplate, such as the templates in this folder.
Make predictionsHave students make a prediction about anexperiment or class demo and explain theirreasoning. After performing the experiment ordemo, discuss why their predictions wereright/wrong.If grading the assignment (such as a labreport), base the grade on final conclusion, notprediction.
CommentsWrite descriptive comments on student workhelping them see how they can improve theirwork or what they've done that really workedfor them.
Self-assessmentAfter the students have finished a writingassignment, let them evaluate themselvesusing the same matrix you do. Discuss theirself evaluation.
25 Quick Formative Assessments for a Differentiated Classroom Judith Dodge, Scholastic Teaching ResourcesFORMATIVEASSESSMENTSfor a Differentiated ClassroomJudith DodgeNew York Toronto London Auckland SydneyMexico City New Delhi Hong Kong Buenos Aires
AcknowledgmentsThank you to Carol Ann Tomlinson, who continues to inform my work inthis fieldThank you to Debra Steinroder, Jill Simpson, and Lisa Drewes, who tookmany of the ideas in this book and piloted them with their students, oftenimproving them and making them more useful for othersThank you to the countless teachers in over 75 school districts with whom Ihave worked over the past twenty years, exploring together how to refine theart and science of teaching and learningA special thanks to the teachers in the following school districts, who eagerlyshared their work, ideas, and students sample with me so that we couldspread those ideas to others: Elmont, Freeport, Herricks, South Huntington,North Merrick, Mineola, Middle Country, Westhampton BeachThank you to Jen Maichin, a special education teacher, who pointed outhow the assessment strategies in this book could help teachers implementthe federal mandates of Response to Intervention in their general educationclassroomsThank you to Mike Mildon, who helped me finally go digital with my strategiesThank you to my family, who has been so supportive during the process ofcompleting this bookThank you to my parents for always believing in me; they would have beenso proudAnd thank you to the team at Scholastic, including Joanna Davis-Swing, myeditor, who continue to support me as a teacher of teachersScholastic Inc. grants teachers permission to photocopy the reproducible pages from this book for classroom use.No other part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted inany form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without written permission of thepublisher. For information regarding permission, write to Scholastic Inc., 557 Broadway, New York, NY 10012.Editor: Joanna Davis-SwingCover design: Jorge J. NamerowInterior design: Kelli ThompsonISBN-13: 978-0-545-08742-1ISBN-10: 0-545-08742-2Copyright 2009 by Judith Dodge.All rights reserved. Published by Scholastic Inc.Printed in the U.S.A.1 2 3 4 5 6 7 8 9 104015 14 13 12 11 10 0925 Quick Formative Assessments for a Differentiated Classroom Judith Dodge, Scholastic Teaching ResourcesThank you to Noel Forte, who worked with me on the technology connections,making this book more current
Contents25 Quick Formative Assessments for a Differentiated Classroom Judith Dodge, Scholastic Teaching ResourcesIntroductionWhat Are Formative Assessments and Why Should We Use Them?. . . . . . . . . 4Using a Variety of Formative Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . 5Types of Assessment Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5How to Use the Assessments in This Book. . . . . . . . . . . . . . . . . . . . . . . . . . 6Keeping Track of the Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Differentiating Instruction in Response to Formative Assessments. . . . . . . . . 7Formative Assessment Data Collection. . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Designing Tiered Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Gathering Multiple Sources of Evidence . . . . . . . . . . . . . . . . . . . . . . . . . . . 1025 Quick Formative Assessments: Quick Reference . . . . . . . . . . . . . . . . . . 11Section 1: Summaries and Reflections1. Dry-Erase Boards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132. QuickWrite . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153. WriteAbout . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164. S-O-S Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195. 3-2-1 Summarizer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 226. My Opinions Journal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 257. My Textbook Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 288. FactStorming. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32Section 2: Lists, Charts, and Graphic Organizers9. My Top Ten List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3810. Matrix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 411 1. Noting What I’ve Learned . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 441 2 . List-Group-Label . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 471 3 . Web Wind-up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50Section 3: Visual Representations of Information1 4 . Picture Note Making . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 531 5 . QuickWrite/QuickDraw . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 561 6. Unit Collage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 591 7 . Photo Finish . . .
students are able to state ideas, discuss thinking, and share questions as a topic is being taught. Teacher is able to quickly address questions, point out interesting thinking and students are able to build on their own understanding through the thinking of their peers. Especially great for the shy students
Performance Assessment Score Feedback Formative 1 Date . Formative 2 Date : Formative 3 Date . Formative 4 Date : Formative 5 Date . Formative 6 Date : Summative Date Implements learning activities aligned to chosen standards and incorporates embedded formative assessment. Clearly conveys objectives in student-friendly language so that the
--1-- Embedded Formative Assessment By Dylan Wiliam _ Study Guide This study guide is a companion to the book Embedded Formative Assessment by Dylan Wiliam. Embedded Formative Assessment outlines what formative assessment is, what it is not, and presents the five key strategies of formative assessment for teachers to incorporate into their
Formative Assessment Best Practices Part I H Gary Cook, Ph.D., WIDA Consortium Elluminate Session, Pennsylvania Department of Education April 28, 2009 WIDA Consortium ELL Formative Assessment 2 Overview Definitions Balanced Assessment Systems Formative Assessment Best Practices ELL Formative Assessment 3 Definitions
tempo, articulation, pitch, and performing. Select formative assessments also include Student Worksheets. Using the Formative Assessments The Formative Assessments have been designed so that each includes the following: Performing, responding, and
assessment professional learning system. They are stepping stones along the path. Part I. Learn About Formative Assessment 1.1 Inventory your comprehensive assessment system. 1.2 Clear up misconceptions about formative assessment. Part II. Plan For Formative Assessment 2.1 Identify elements of formative practice that you do well and those you
An assessment practice is only truly “formative” if the data is used to inform instructional practice and provide support to ensure student success. To learn more about formative assessment practices, visit the D PI Formative Assessment website, or utilize the Formative Assessment Professional Learning Modules .
assessment. In addition, several other educational assessment terms are defined: diagnostic assessment, curriculum-embedded assessment, universal screening assessment, and progress-monitoring assessment. I. FORMATIVE ASSESSMENT . The FAST SCASS definition of formative assessment developed in 2006 is “Formative assessment is a process used
FORMATIVE ASSESSMENT Formative assessment is any assessment that is used to improve teaching and learning. Assessment is a three-step process by which evidence is collected, interpreted and used. Best-practice formative assessment uses a rigorous approach in which each step of the
