Formative Assessment Strategies Definitions Examples (Page 3 of 6) in pdf

Homework

The easiest form of information to collect or analyze about your student’s learning is their regular work in

Quizzes

the form of homework, quizzes, and tests. This information will be richer if you include questions that

Tests

require students to explain their thinking. It is especially helpful to ask questions that require students to

apply their thinking to a new situation that you have not discussed in class. This requires flexible thinking on

their part and should reveal how they are thinking better than questions that allow them to say back what

they have memorized.

Idea Spinner

The teacher creates a spinner marked into 4 quadrants and labeled “Predict, Explain, Summarize, 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.”

Index Card

Periodically, distribute index cards and ask students to write on both sides, with these instructions: (Side 1)

Summary

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.

Inside Outside

Inside and outside circles of students face each other. Within each pair of facing students, students quiz

Circle

each other with questions they have written. Outside circle moves to create new pairs. Repeat.

Jigsaw Groups

Students are arranged in groups to learn about, read and discuss a specific topic. The teacher moves about

to listen to and observe the conversation and interrelationships among the students.

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.

Learning Log

Students maintain a simple log to record at the end of each day what they learned that day. They may record

1 -3 sentences or a bulleted list based on the teacher’s direction.

Left Elbow Partner

After the teacher’s presentation, students turn to the person at their left elbow to talk about the topic, ask a

question or discuss the ideas the teacher presented.

List Group Label

This strategy helps students to make sense of information and develops vocabulary. It requires students to

list and sort terms to activate prior knowledge or review concepts after a unit of study. Choose a topic.

Write it on the chalkboard, white board or overhead transparency. Ask student to generate a List of as many

terms as they can about the topic. Provide students with categories to sort their terms. For example: British

actions against the Colonists; Colonists’ reactions, Battles, Spies. Ask partners to Group the terms into the

most appropriate categories. Finally ask students to Label the Groups and to explain their connections to one

another: all causes of the American Revolution; All actions taken by the King against the Colonists.

Misconception

Present students with common or predictable misconceptions about a designated concept, principle, or

Check

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.

Muddiest Point

At the end of a lesson students write one thing that they least understood, that is muddy, from what was

taught on a 3x5 index card. Teacher collects and reviews the cards to determine what needs to be retaught

or clarified the next day.

Numbered Heads

Each student is assigned a number. Members of a group work together to agree on an answer. The teacher

Together

randomly selects one number. Student with that number answers for the group.

Observation

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

Strategies include:

Anecdotal Records

Conferences

Checklists

FORMATIVE ASSESSMENT STRATEGIES, DEFINITIONS, EXAMPLES

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