Formative Assessment Strategies Definitions Examples (Page 2 of 6) in pdf

Click Clunk Cards

Students receive 2 index cards attached to a popsicle stick. On card reads “Click.” The other reads “Clunk.”

When the teacher asks whether students understand the topic being discussed, students raise “Click” to

demonstrate full understanding. Or they raise “Clunk” to indicate confusion and the need for more

instruction or explanation.

Concept Mapping

Provide small groups of students with a list of about 15 related words that might fit well in an outline. Give

them small sticky notes to write the words on. Ask them to create a concept map by moving the sticky notes

around on a piece of paper until they have them in the right place. Model for them on the board how to

draw connections between words and emphasize that the connections should be labeled with words

describing the nature of the relation (leads to, is an example of, sometimes goes with, can’t happen without,

etc.). Walk around while students are creating their concept maps-ask questions about why they are placing

words where they do. Keep in mind that the purpose of this exercise at this point is to find out what they are

thinking, not for them to get the right answer. So don’t prompt them with correct answers. Collect the

papers, analyze them to find out what students know, don’t know, and what their misconceptions are. Do

not write on the concept maps, though you may want to photocopy one or two for your portfolio. If you do

this, select interesting examples that helped you adapt your teaching. Create your own concept map-

perhaps on overhead transparency. The next day-hand back the concept maps and show your concept map

to the class. Emphasize that there is more than one way to organize a group of related terms. Ask groups of

students to compare theirs to yours and explain how theirs are different and whether and in what ways they

think they should change theirs.

Debriefing

A form of reflection immediately following an activity. Can be done individually, in pairs or small groups.

Exit Cards

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.

Exit Tickets

Give students “tickets” – small pieces of paper designed to look like tickets, but with space for writing. Ask

students two questions. One that requires a factual answer about the big idea of today’s lesson, but in their

own words. A second question should require more explanation of a concept. Give students five minutes at

the end of class to write their answers. Their names do not go on these exit tickets. They must give you an

Exit Ticket to leave class for the day. Analyze the tickets to learn how many students got the big idea and

how they understand it or misunderstand it. Photocopy 4-6 on a single sheet of paper for your portfolio.

Select ones that you learned something about your students from that you didn’t know before reading the

Exit Tickets.

Fact Storming

This is a summarization activity that begins with a whole class review and leads to individuals, pairs or small

groups reworking the information to make it their own. Write a topic on the board that students have been

studying such as immigration, birds or poetry. Then ask students to generate terms related to the topic

either on the chalkboard, a whiteboard or overhead transparency. This is a form of brainstorming structured

around specific topics that are being studied.

Gallery Walk

Post 3-5 chart papers on the walls with a question or topic on each. Have students respond to the question

or topic with written comments or questions. After all student have make their comments in a first round,

students then make a second round to read others’ comments and make additional comments. This is a good

way to find out what students know about a topic.

Hands On

Assign students to show a partner, a small group of students or you as the teacher what they learned by

Activities

demonstrating or modeling it. This could be anything from solving a math problem at the board to showing

another student how to set up for a lab to gathering the ingredients for a recipe to building a product.

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).

FORMATIVE ASSESSMENT STRATEGIES, DEFINITIONS, EXAMPLES

Page 2 of 6

Formative Assessment Strategies Definitions Examples Page 2

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