Formative Assessments
Using formative assessments is an instructional practice that improves student learning. When using assessments while learning is occurring, teachers can adjust their instruction based on student understanding, and students can self-monitor their own understanding.
- Think, Pair, Share – students think in response to a prompt, observation, reading or question… then record their thoughts. Students pair (or small group) to compare their thoughts then summarize. Students are asked to share with the whole group. Teacher listens to pairs/groups to monitor understanding.
- Read-Write-Pair-Share – Similar to think pair share, but is focused on print based skills. Students read the material, write a response to the information, share with a partner what they read and wrote and then share with the whole class.
- Retelling – students are invited to retell what they have heard, read or viewed. Students are to re-create the information using their own words. Students could re-tell orally, in writing or using a visual method. This could be done in pairs, groups on individually. Teacher monitors student explanations to check for clear understanding.
- Whip around – Teacher poses a question or task, students individually respond on a scrap piece of paper (identify factors, compare two things, etc.). All students stand up. One student shares one idea then sits down – other students cross off the idea that is stated. Process continues, students continue until all their ideas have been shared and crossed off. Gives teachers an idea of what ideas most students have, what information is missing and what are common misconceptions.
- Response cards – index cards, signs, dry-erase boards, magnetic or gel boards, colored cards (red, green, and yellow), number of fingers or other items that are simultaneously held up by all students in class to indicate an answer. Teacher can note the responses of the whole group rather than judging proficiency of whole class using individual student response to questions.
- Hand signals – Thumbs up, down or sideways, fist of five (1=poor to 5=deep understanding). Students show hand signals to signify level of understanding.
- Graphic organizers – asking students to create a visual representation of their knowledge (Venn diagram, bubble/concept map, flow map, etc.). Teachers do not assess how well the organizer is constructed; rather they use the organizer as a source of information to determine what students know.
- Writing to learn prompts:
- Admit slips – students write on an assigned topic upon entering the classroom
- Crystal Ball – students describe what they think will happen next in a book, lab or class
- Awards – students recommend someone/something for an award the teacher creates supporting their reasons using concepts from class (“Most influential leader in WWII Award”)
- Yesterday’s news – students summarize the information from a presentation, discussion, reading, lesson from the day before
- Exit slip or ticket to leave – A closure activity where students write on an assigned prompt.
- 3-2-1 – Teacher creates writing prompts for students’ response. For example, 3 ways to identify an insect, 2 ways insects differ from spiders and 1 question I still have about insects
- Artifact prompt – Teacher sets out several “artifacts” (items around the classroom or home) and gives the students the following prompt… A good ____ is like a ____ because ____. Students explain how a concept, theme, etc. is like the artifact selected and presents reasons why. (A good lab conclusion is like a magnifying glass because it makes the important things easier to see.)
- Misconception check – Teacher presents students with common or predictable misconceptions about a concept, principle or process then asks the students whether they agree or disagree. Students explain their responses. Format can be written, oral, multiple choice or true-false. (Northern lights are caused by reflections off the glaciers)
- Brainstorming, mind dump, or topic blast - Can be used to pre-assess or gain access to prior knowledge. Teachers give students a topic or prompt in which they list or write all they know about the topic. Teachers can use this information to guide instruction.
- Summary writing – student write a short piece that contains the major ideas or concepts of a topic. The emphasis is on the use of as few words possible that will accurately communicate the understanding of the concept.
- KWL – given a topic, students write in columns what they Know, what they Want to know and after they lesson, what they Learned. Students can share aloud or with a partner what they learned. Teachers can monitor student responses to guide instruction, as well as assess what was learned.