ASSESSMENT strategy cards for teachers

18 formative assessment ideas to check for understanding and gather evidence of learning

formative

Use a binder ring to create easy

access and storage

Display cards on the wall for quick reference

Student friendly descriptions allow

students to select their own assessment tool

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ANIMATED the teacher Created By: Amy Groesbeck

•  Walk around the classroom and observe students as they work to check for learning.

•  Strategies include: Anecdotal Records

Conferences

Checklists

observe •  At the end of a lesson or learning

activity, have students write a response to a question or assign a final problem to be solved.

•  Students are dismissed once their responses have been turned in.

STOP ©  Amy Groesbeck ©  Amy Groesbeck

exit

ticket

©  Amy Groesbeck

•  Pose questions for students to answer orally.

•  Use the following questions:

oral questioning

four corners •  Students will choose a corner based on

their level of expertise of a given subject.

•  Once students are in their chosen corners, allow them to discuss their progress with others.

•  Questions may be prompted by the teacher.

•  Corner One will pair with Corner Three and Corner Two will pair with Corner Four for peer scaffolding.

©  Amy Groesbeck 1 2 3 4

How is ____similar/different to...

In what other ways might you show...

How might we explain...

What is wrong with...

What strategy could you use to...

How might we prove...

What problem are we trying to solve?

What can the reader conclude?

What can the reader infer?

What is the big idea?

©  Amy Groesbeck ©  Amy Groesbeck

misconception

check 3-minute

pause •  Present students with common or

predictable misconceptions about a particular concept or process.

•  Ask students to agree or disagree and explain why.

•  Can also be presented in the form of a multiple-choice or true-false quiz.

•  During instruction, give students a moment to pause, reflect on concepts and ideas that have been introduced, make connections to prior knowledge, and seek clarification.

•  Use the following question stems:

Hmmm...

? ? ?

?

?

I became more aware of...

I was surprised about...

I related to...

Now I can...

I still want to know...

Now I understand...

This reminds me of...

I wonder...

ah-ha!

journal

entry •  Using a personal journal, have

students record their understanding of a topic, concept, or process taught.

•  Can be a free write or a teacher

generated critical thinking prompt.

idea spinner •  Create a spinner marked into 4 quadrants

labeled “Predict, Explain, Summarize, Evaluate.”

•  After new material is presented, spin the spinner and ask students to answer a question based on the location of the spinner.

•  For example, if the spinner lands in the “Summarize” quadrant, you might say,

“List the key concepts just presented today.”

journal

©  Amy Groesbeck ©  Amy Groesbeck

©  Amy Groesbeck ©  Amy Groesbeck

think-pair-

share inside-outside

circle •  Students will form one inner and outer

circle. The inside and outside circles face each other.

•  Within each pair, students will quiz each other with questions they have written.

•  The outside circle moves to create new pairs. Repeat.

•  Pose a question or provide directions.

•  Students will formulate individual responses and turn to a partner to share their answers.

•  Then call on several random pairs to share out. To ensure accountability and encourage active listening, invite students to share what their partner said.

©  Amy Groesbeck ©  Amy Groesbeck

take and

pass triangular

prism •  Have students provide feedback

about their learning by displaying the color that corresponds to their level of understanding (red, yellow, green).

•  Have students work in cooperative groups to share or collect information from each member of the group.

•  Pose several questions or problems on separate sheets of paper. Then have each student respond and pass the sheet to the right.

•  Students will continue to respond and pass the questions to the right until they get their original sheet back.

•  Finally, allow the group to debrief. red

yellow

green

©  Amy Groesbeck ©  Amy Groesbeck

•  Students will keep track of their own learning by collecting pre and post assessments, critical writing pieces, data tracking charts, questionnaires/reflections, etc. in a personal data notebook.

student data notebook Slap it

•  Divide students into two teams.

•  Teams will identify correct answers to questions given by the teacher.

•  Students will use a fly swatter to slap the correct response posted on the wall or board.

•  As an extension, have students explain

their reasoning or show a worked example that would lead to the correct answer.

©  Amy Groesbeck ©  Amy Groesbeck

•  Give students a question, prompt, or problem to solve.

•  Provide time to respond independently. •  Then have students move to a side of

the room that corresponds to their response.

•  Each side will share out their reasoning. Allow students to change sides after the discussion.

decisions decisions

whip

around •  Pose a question or a task and have students

individually respond on a scrap piece of paper, listing at least 3 thoughts/responses/statements.

•  When finished responding, all students will stand.

•  Then randomly call on a student to share one of his/her ideas.

•  Have students check off any items that are said by another student (or themselves) and sit down when all of their items have been shared with the group.

•  Allows general understanding or gaps to be revealed among the whole group.

©  Amy Groesbeck ©  Amy Groesbeck

•  Display 6 questions from the lesson.

•  Have students in groups of 4.

•  Give each group one die. Each student will roll the die and answer the question with the corresponding number.

•  If a number is rolled more than once, the student may elaborate on the previous response or roll again.

•  Responses may be written or shared orally.

cubing 3-2-1 •  Have students write a response to

teacher generated questions.

•  Teacher questions may vary according to the particular concept/process:

3 things you found out

2 interesting things

1 question you still have

3 key words

2 new ideas

1 thought to think about

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