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/