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Formative Assessment
Strategies for Learning
| Term | Definition |
|---|---|
| Graffiti Wall | Cover a part of a wall with white paper. Encourage students to write or draw what they have learned about a topic. Students can jot down facts, write personal opinions, connect their learning to other areas of study. |
| Drawing | Students may be able to show you what they know by creating a drawing or a series of drawings to demonstrate their understanding. |
| Concept Map | type of web that provides a visual representation of student understanding about a particular topic being studied; write supporting details in the spaces surrounding the center oval with main topic |
| Colored Dots | Give student colored dot stickers to place on topics according to their level of understanding. |
| Traffic Signal | Give students a red, yellow, & green circle. Ask students questions. Comfortable with topic and ready to move on,hold up green circle. Fairly comfortable with topic, hold up yellow circles, Confused or need further instruction to understand, hold up red |
| Answer Garden | AnswerGarden is a new minimalistic feedback tool. Use it for real time audience participation, online brainstorming and classroom feedback. |
| Colored Cups | Students give feedback to teacher by displaying the color that corresponds to their level of understanding. |
| Name Tent | Fold paper and label sides Good to Go, Fuzzy/Unsure, and Confused or use emojis for happy, confused , and sad |
| Square,Triangle, Circle | (Circle)Something that is still going around in your head (Triangle) Something pointed that stood out in your mind (Square) Something that “Squared” or agreed with your thinking. |
| Thumbs Up, Thumbs Down | After introducing new learning, do a quick comprehension check to see if students understand the information presented. Ask students to give you a thumbs up if they understand and a thumbs down if they don’t understand and need more information. |
| Fist to Five | Ask a question and have them respond by showing you their level of understanding. Students hold up one finger if they are still unsure of a topic. Students who have mastered the unit would hold up five fingers. |
| Four Corners | In each corner of the room, provide a label. Label corners, Strongly Agree,Agree, Disagree,StronglyDisagree. Call out a fact or statement about the current unit of study. Students go and stand in the corner that matches their response |
| Cube with Questions | Display 6 questions from lesson with students in groups. Each student rolls the die and answers the question with the corresponding number. If a number is rolled more than once the student may elaborate on initial response. |
| Inside/Outside Circles | Students pair up with other students in the opposing circle and face one another. The inside circle responds to a question or statement provided by the teacher. After a set amount of time students reverse roles and the outside partners respond. |
| Slap It | Students are divided into two teams to identify correct answers to questions given by the teacher. Students use a fly swatter to slap the correct response posted on the wall. |
| Headlines | Create a newspaper headline that may have been written for the topic we are studying. Capture the main idea of the event. |
| Exit Tickets | Exit cards could be used on a regular basis to formatively assess what your students know, understand, and have learned during a current unit of study. Before students leave at the end of class, ask them a question or pose a problem for them to solve. |
| Index Cards | On the "Got it" write what you understand while on the other side, "Don't Get it", write what is confusing. |
| Alpha Boxes | students brainstorm words or phrases that begin with each letter of the alphabet related to the current unit of study; provides direction for planning opportunities that focus on gaps students’ learning. |
| Summary Star | Using the points of a star: 1 word for main idea, 2 words for how you feel about lesson, 3 words for confusing part, 4 words about connection to life, 5 word summary |
| Brain Dump | Pose a question to the students have the students respond. Tell the students they have one minute to write down their response. Ensure the question you ask can be answered in one minute. |
| Sentence Prompts | Simple sentence starters such as the following could be used: • I understand .... • I don’t understand .... • I need more information about ... |
| Consensus Placemats | Provide each group of four or five students with a large sheet of paper. In the middle of the paper write the topic or target question & divide paper up so they each have a section to write in and room in the middle to summarize their responses. |
| Muddiest Point | Ask (at the end of a class period, or at a natural break in the presentation), "What was the "muddiest point" in today's instruction?" or ask, for example: "What (if anything) do you find unclear about the concept? |
| Give One/ Get One | Students list 3-5 ideas about the learning. Students draw a line after their last idea before getting up to interact with classmates to exchange lists. Students read each other's list, ask questions about confusing or new ideas and exchange new idea. |
| Journal Entry/Learning Log | notes made during a unit of study; Time is set aside at the beginning or end of class for students to write about what they have learned, list any questions about the topic they may have, or make connections between the topic and their own lives. |
| Five Words on Your Fingertips | Summarize the main idea of the lesson in five words using the five fingers on your hand or What five words would you use to describe ______? Explain and justify your choices. |
| You've Got Mail | Student write a question on the front of an envelope & places answer inside. Questions are “mailed” around the room. Learners write answer on a slip of paper, places in envelope & checks answer. After several mailings, class discusses responses. |
| Misconception Check - Agree/Disagree | Present students with common misconception & ask them to agree or disagree and explain why. |
| T or V | Create a t-chart or venn diagram comparing the lesson |
| 3-2-1 | Jot down 3 things you learned, 2 personal connections, 1 area that is unclear or confusing or 3 differences between, 2 effects of___, 1 question you still have about the topic |
| 10/2 | Stop after 10 minutes of instruction to give students 2 minutes of processing time. Students should summarize information in writing or talk with a partner. |
| Think/Pair/Share | Ask students questions such as, “What did you learn during today’s lesson?” Give students a few minutes to think about these questions. Pair students with partners to share their thoughts with each other and then join a larger group or the whole class. |
| Numbered Heads | Students sit in groups and each group member is given a number. The teacher poses a problem and all four students discuss. The teacher calls a number and that student is responsible for sharing for the group. |
| Examples/Non-Examples | The examples and non-examples provide you with information regarding the depth of understanding of your students. Ask students to explain their reasoning for classifying each example and non-example. |
| Summary Frames | Description: A ___________ is a kind of____________ that ... Compare/Contrast: __ &__ are similar in that they both___but, ____ while _____.Problem/Solution: ___ wanted, but,...so... Cause/Effect͗: ____ happens because... |
| Zip Grade | ZipGrade is a grading app that makes grading effortless while capturing, storing, and reporting with useful data on assessments.Students receive immediate feedback and can see their score on a test as soon as they're done. |
| EdPuzzle | EDpuzzle is a site that allows users to select a video and customize it by editing, cropping, recording audio, and adding questions to make an engaging presentation or lesson |
| Nearpod | Nearpod is an interactive presentation and assessment tool that can be used to amazing effect in the classroom. A teacher can create presentations that can contain Quiz's, Polls, Videos, Images, Drawing-Boards, Web Content and so on. |
| Kahoot | A Kahoot is a collection of questions on specific topics. Created by teachers, students, business-people and social users, they are asked in real-time, to an unlimited number of “players”, creating a social, fun and game-like learning environment. |
| Quizlet Live | Free! Quizlet Live is an in-class, team-based learning game. Students work together to correctly match a Quizlet set's terms and definitions. The first team to match 12 in a row wins! |
| Quizziz | Free,fun multiplayer classroom activity, that allows all your students to practice together. Quizizz is a free formative assessment tool that allows you to conduct fun assessments both in class and as homework. It works on all devices! |
| Socrative | Socrative is your classroom app for fun, effective classroom engagement. No matter where or how you teach, Socrative allows you to instantly connect with students as learning happens. |
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YoungbloodScience
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