Formative AssessmentAssessment for Learning
Resources from NSTA
Chain Notes
HOW:Each student
responds in 1-2 sentences to a question, then passes the paper to the next student.
The next person then adds to the ‘chain’ of responses
WHY:Allows students
to draw on their own ideas and examine others’ thinking
Can reveal the extend to which students have robust understanding
Example Chain NoteWhat are the purposes of
assessment? What is ‘formative’ assessment?What is ‘summative’
assessment?How are assessment and
instruction related?
Agree & Disagree StatementsHOW:Students are
provided a list of statements, some of which are scientifically accurate or misconceptions
They indicate whether they agree & why
WHY:Encourages
metacognitionHelps foster
respect for evidence & testing claims
Leads naturally to students investigating the ideas
Sample A & D StatementStatement How can you find out?
1. Larger magnets are stronger than smaller magnets. _____ agree_____ disagree_____ it depends on_____ not sure
My thoughts:
Card Sorts
HOW:Words or
pictures are put on a set of cards
Students sort these into groups based on their pre-existing ideas
WHY:Students access
prior knowledge and make their thinking explicit
Can identify misconceptions or explore ‘gray areas’
Allows students to revisit their ideas
Sample Card SortDiagrams of configurations of a
battery, bulb and wireStudents are asked to sort into
configurations they think will light or not light
Concept Cartoon/Friendly Talk Probe
WHY:Students develop
confidence and trust in making their viewpoints public (focus on the idea or perspective)
Reinforces the value in considering alternative explanations
WHAT:Characters argue
about an everyday situation
The scientifically acceptable viewpoint is included, as well as misconceptions
The alternatives are given equal status
Example Concept Cartoon
Example Friendly Talk ProbeFour kids build a snowman. One starts to put a coat on the snowman…Doug: Don’t put that on the snowman– it will make him melt!Ben: I think it’s OK– it will keep him from melting.Ralph: I don’t think it matters either way.
With which friend do you agree? Why?
‘Commit & Toss’ VariationStudents answer anonymously in
writing– they commit to an answer
Students then toss their answers out and retrieve a paper from the pile
In small groups, they share and compare the answers given and reasoning, then try to come to a consensus
‘Sticky Bars’/Graph variationStudents place a post-it next to
the answer they chose (or the one the person whose paper they picked up chose) to create a bar graph of the class’s ideas as a whole
*Can also be accomplished using Mouse Mischief to create the graph
Using Concept CartoonsA quick Google
search for images of ‘concept cartoons’ will yield several examples
You can also purchase the collection: http://www.millgatehouse.co.uk/tag/concept-cartoons
As an alternative, you can use web-based tools to make your own!
http://www.makebeliefscomix.com/Comix/