Below is a list of some of the formative assessments that can be used on daily basis in the classroom to allow students to reflect about what they have learned to provide an evidence of learning.

 

 

Index Card Summaries/Questions: Periodically, distribute index cards and ask students to write on both sides, with these instructions: (Side 1) Based on our study of (unit topic), list a big idea that you understand and word it as a summary statement. (Side 2) Identify something about (unit topic) that you do not yet fully understand and word it as a statement or question.

 

 

Hand Signals: Ask students to display a designated hand signal to indicate their understanding of a specific concept, principal, or process: – I understand____________ and can explain it (e.g., thumbs up). – I do not yet understand ____________ (e.g., thumbs down). – I’m not completely sure about ____________ (e.g., wave hand).

 

 

One Minute Essay: A one-minute essay question (or one-minute question) is a focused question with a specific goal that can, in fact, be answered within a minute or two.

 

 

Analogy Prompt:  Periodically, present students with an analogy prompt: (A designated concept, principle, or process) is like _________________ because _______________________________

 

 

Web or Concept Map:  Any of several forms of graphical organizers which allow learners to perceive relationships between concepts through diagramming key words representing those concepts.

Misconception Check: Present students with common or predictable misconceptions about a designated concept, principle, or process. Ask them whether they agree or disagree and explain why. The misconception check can also be presented in the form of a multiple-choice or true-false quiz.

 

 

Student Conference: One on one conversation with students to check their level of understanding.

 

 

3-Minute Pause: The Three-Minute Pause provides a chance for students to stop, reflect on the concepts and ideas that have just been introduced, make connections to prior knowledge or experience, and seek clarification.

• I changed my attitude about…
• I became more aware of…
• I was surprised about…
• I felt…
• I related to…
• I empathized with…

 

 

Observation:  Walk around the classroom and observe students as they work to check for learning. Observation can be formal or informal. Teacher keep a track of students performance by keeping notes on his/her grading book while walking around between them.

 

 

Self-Assessment: A process in which students collect information about their own learning, analyze what it reveals about their progress toward the intended learning goals and plan the next steps in their learning.

 

 

Exit Card: Exit cards are written student responses to questions posed at the end of a class or learning activity or at the end of a day.

 

 

Portfolio Check: Check the progress of a student’s portfolio.  A portfolio is a purposeful collection of significant work, carefully selected, dated and presented to tell the story of a student’s achievement or growth in well-defined areas of performance, such as reading, writing, math, etc.  A portfolio usually includes personal reflections where the student explains why each piece was chosen and what it shows about his/her growing skills and abilities.

 

 

Quiz: Quizzes assess students for factual information, concepts and discrete skill.  There is usually a single best answer.  Some quiz examples are:

• Multiple Choice
• True/False
• Short Answer
• Paper and Pencil
• Matching
• Extended Response

 

 

Journal Entry: Students record in a journal their understanding of the topic, concept or lesson taught.  The teacher reviews the entry to see if the student has gained an understanding of the topic, lesson or concept that was taught.

 

A-B-C Summaries: Each student in the class is assigned a different letter of the alphabet and they must select a word starting with that letter that is related to the topic being studied.

 

 

Debriefing: A form of reflection immediately follows an activity.

 

 

Idea Spinner: The teacher creates a spinner marked into 4 quadrants and labeled “Predict, Explain, Summarize, and Evaluate.”  After new material is presented, the teacher spins the spinner and asks students to answer a question based on the location of the spinner.  For example, if the spinner lands in the “Summarize” quadrant, the teacher might say, “List the key concepts just presented.”

 

 

Inside-Outside Circle: Inside and outside circles of students face each other.  Within each pair of facing students, students quiz each other with questions they have written. Outside circle moves to create new pairs.  Repeat.

 

 

Numbered Heads Together:  Each student is assigned a number.  Members of a group work together to agree on an answer.  The teacher randomly selects one number.   Student with that number answers for the group.

 

 

One Sentence Summary:  Students are asked to write a summary sentence that answers the “who, what where, when, why, how” questions about the topic.

 

 

One Word Summary:  Select (or invent) one word which best summarizes a topic.

 

 

Think-Pair- Share:  Students think individually, then pair (discuss with partner), then share with the class. This strategy is very popular and successful because it allows students to discuss together their ideas and to learn from their peers.

 

 

Ticket to Leave: Closing activity where students respond in writing or verbally to short assignments.

 

 

Turn to Your Partner: Teacher gives direction to students.  Students formulate individual response, and then turn to a partner to share their answers.  Teacher calls on several random pairs to share their answers with the class.

 

 

Oral Questioning:

• How is __________ similar to/different from ________________?
• What are the characteristics/parts of _______________________?
• In what other ways might we show show/illustrate ___________?
• What is the big idea, key concept, moral in ________?
• How does ________________ relate to ________?
• What ideas/details can you add to __________?
• Give an example of ____________?
• What is wrong with _____________?
• What might you infer from ______________________________?
• What conclusions might be drawn from ____________________?
• What question are we trying to answer? What problem are we trying to solve?
• What are you assuming about _________?
• What might happen if _________?
• What criteria would you use to judge/evaluate _______________?
• What evidence supports _________?
• How might we prove/confirm _________________?
• How might this be viewed from the perspective of ___________?
• What alternatives should be considered _____________?
• What approach/strategy could you use to ______________?