Formative Assessment Ideas
3–2–1 Countdown
This is a true test of relevant and meaningful learning. When students learn something they find useful, they’re likely to want to use that learning in some way. Have students end the day with this one. Give them cards to write on, or they can respond orally. They are required to respond to three separate statements: · 3 things you didn’t know before · 2 things that surprised you about this topic · 1 thing you want to start doing with what you’ve learned 3-Way Summaries The idea here is to use different modes of thinking and attention to detail. Students can work in groups or individually. In response to a question or topic inquiry, they write three different summaries:
Analyzing Student Work A great deal of information can be learned from students’ homework, tests, and quizzes. This is especially so if the students are required to explain their thinking. When teachers take the time to analyze student work, they gain knowledge about:
Chalkboard Splash The Chalkboard Splash gives teachers a peek into the minds of students when they respond in writing to a particular prompt. The effectiveness of this technique relies on the creation of a deep and meaningful prompt that captures the big ideas behind the content being presented. For example, instead of asking for the definition of capitalism, a question for which all students would be expected to give similar responses, a teacher might ask, “What are some challenges that you could see developing within societies that embrace capitalism?” Directions:
Classroom Polls Polls let students give responses quickly and accurately. A silent poll is perfect for those “shy” students who have trouble speaking up. These are also a quick way to check understanding using mobile technology. Try tools like Poll Everywhere or SurveyPlanet. Color Cards • Red = Stop, I need help. • Green = Keep going, I understand. • Yellow = I’m a little confused. Creative Extension Projects Students can create a large scope of projects to demonstrate comprehension. Quick projects help them apply the higher-order levels of Bloom’s Taxonomy. These don’t have to be big and complicated. They can take a day, a half-day, or even an hour. Here are some extension ideas for quick projects:
Exit/Admit Tickets A simple but effective formative assessment is the exit ticket. Exit tickets are small pieces of paper or cards that students deposit as they leave the classroom. Students write down an accurate interpretation of the main idea behind the lesson taught that day. Next, they provide more detail about the topic. Admit tickets are done at the very beginning of the class. Students may respond to questions about homework, or on the lesson taught the day before. Explain Your Solution -Describe how you solved an academic solution step- by-step. Invent the Quiz Write 10 higher-order text questions related to the content. Pick 2 and answer them in half a page. One-Minute Papers One-minute papers are usually done at the end of the day. Students can work individually or in groups here. They must answer a brief question in writing. Typical questions posed by teachers center around:
Opinion Chart -List opinions about the content in one half of a T-chart, and support your opinions in the right column. Sticky Notes Annotation -Use sticky notes to describe key passages that are nota- ble or that you have questions about. Summary Poem Activity: • List 10 key words from an assigned text. • Do a free verse poem with the words you highlighted. • Write a summary of the reading based on the words you highlighted. Think-Pair-Share This is one of the many formative assessment strategies that is simple for teachers to use. The instructor asks a question, and students write down their answers. Students are then placed in pairs to discuss their responses. Teachers are able to move around the classroom and listen to various discussions. It lets them gain valuable insight into levels of understanding. |
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