Just thought I would share some formative assessment strategies for this week. I think that they would be easy to use and would be a little different from the typical “thumbs up, thumbs down” type of strategies!

  1. Hand In, Pass Out – To do this assessment strategy, the teacher provides the students with several topic related questions. The students then respond to the questions anonymously and hand the questions in. The teacher then randomly redistributes the students’ answers and has the students correct another peers work. The teacher then does a poll that tells the number correct answers for each question. The questions can be worded in ways that would allow this to be either a form of pre-assessment or post-assessment to check for pre-knowledge or post-knowledge.
  2. Traffic Lights – Students are given three coloured cards (Red, Yellow, and Green). Green indicates the student has a strong understanding, Yellow indicates the student has a partial understanding with a little confusion, and Red indicates the student has little or no understanding. As teaching/learning continues, a “light check” can be held. Students then hold up the card they feel best represents their understanding. This can be done before, during, and after teaching a new topic.
  3. Postcard – For this strategy students are given a postcard (index card would work too), and they have to write to classmate about what they learned. This could be a summary of the information taught, a detailed list of the key points from the lesson, or a story of a class activity and why it was important. The students then exchange their postcards and add a helpful tip or important details that aren’t already mentioned on the card.
  4. Two Roses and a Thorn – For the two roses part of this strategy students write out two things that they liked or enjoyed about a lesson or topic and why they felt that way about it. For the thorn part, students write about one thing they did not like or could not understand. They then describe what about it challenges them and what would need to be done so that it becomes a rose.
  5. Idea Spinner – A spinner with four quadrants labelled “Predict, Explain, Summarize, and Evaluate” is made by the teacher. After teaching the new material the teacher selects an individual or a group and then spins the spinner. The students then have to answer a question in a way that reflects the location of the spinner. For example, if the spinner lands on the Predict quadrant, the student could be asked to use what they learnt to make an informed prediction of what could happen next. If the students can answer accurately in all four quadrants then they have a strong understanding of the material.

Some of these strategies have been adapted from the following websites:

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