Formative Assessment Ideas from Jean Donham, University of Northern IowaMinute Paper or exit tickets
Generally written on half sheets of paper or index cards. The student is directed to write one or two important conepts from the day's lesson. They are generally completed wihtin the last few minutes of class or at the end of a lesson and handed to the teacher on the way out the door. The purpose is merely to give students a chance to self-select one or more of the things they learned during a class session, an investigation, or a series of lessons.
3-2-1 Cards
A quick assessment of student learning.
Example: 3 things I learned form the states of matter lab...
2 questions I still have about states of matter...
1 way I see matter changing state...
Windshield Checks
Useful during a lesson or unit of study to check for understanding.
Example: CLEAR=I get it!
BUGS= I get it for the most part, but some things are still unclear
MUD= I still don't get it!
1-2-3 Summarizers
Used as on-going assessment to help student self-awareness and student planning. Student need some instruction to use them.
Example: After reading my rough draft...
1 thing I really like about my first draft...
2 resources I can use to help improve my draft...
3 revisions I can make to improve my draft...
Four Corners
Useful as a pre-assessment at many grade levels and in many subject areas. It makes use of a familiar graphic organizer.
Example:
KWL
This is a technique used by teachers to assess what students 'know,' 'wish to know,' and 'have learned about a particular topic.' Divide a sheet of paper into three columns labeled K, W. L. At the beginning of the lesson, the KWL serves as a written record of the student's prior knowledge (K) on the topic, and allows the opportunity for the student to note what they desire (W) to know the topic. Following the lesson, the student self-assesses what has actually been learned (L) about the topic.
Graffiti Walls
This can be used for pre-assessment, to assess on-going learning on a single topic, or as an evolving glossary of related terms. The teacher places a large sheet of paper on a smooth surface and invites the students to write or draw what they know about the topic. Students "Sign" their work or statements, allowing the teacher to see, at a glance, misconceptions, naive conceptions, prior knowledge, and new learning targets.
Three Stages of Self-Assessment
The three stages most commonly followed by teachers when asking students to self assess their work are:
Stage 1 - Student identify their own successes
Stage 2 - Students identify a place for improvement
Stage 3 - Students identify their successes and make an "on the spot" improvement
Sentence Fragment Self-Assessment
Have students self-asses using a few guiding sentence fragments, such...
Peer Assessment Sentence Fragments
Have students peer assess using a few guiding sentence fragments, such as...
Peer Assessment Focus
When using peer assessment, focus on only one aspect of the assignment at a time. For example, the peer may look for multiple pieces of evidence, or look for only grammatical errors.
Descriptive Feedback
Provide descriptive feedback on student work to identify ways or suggestions for improvement. Descriptive feedback is non-judgmental, indicates areas of strength, identifies areas for improvement, and indicates how or what a student might do to make improvements.
Descriptive Feedback 2
Descriptive feedback lets the student know, in realation to the learning objective, what could have been achieved, what needs to be done and where to go next.
Closing the Gap
A student must know the learning objectives prior to beginning the task.
Learning Targets
Focus on one or two learning targets at a time when reviewing student work. For example, focus on problem solving techniques in math, paragraph construction in writing, data organization in science, etc, and only that target.
Time
Students need time to make suggested improvements. Provide class time for student to work on their improvements or assign it as their only homework.
Model
Model effective marking, so that students are trained to be effective self- and peer assessors
Grading
Grading every piece of work leads to demoralization for lower achievers and complacency for higher achievers
Specific Feedback
Give specific feedback focusing on success and improvement, rather than correction or as a re-statement of the learning target. For example, provide "for instances" and specific advice.
Specific Feedback 2
Feedback needs to be focused on the learning objectives, rather than on comparisons with other students.
Comments
In a study by Ruth Butler in 1988 it was demonstrated that learning gains were grater when given as comments only than when only a grade is given or when the grade is combined with the comments.
Comments 2
Comments focusing on improvements made by a student compared to earlier work leads to increased student motivation
Standards and Benchmarks
Deconstruct standards and benchmarks to identify exactly what the student needs to know and do to reach the benchmark. Use these deconstructed components of the benchmarks wen giving descriptive feedback to students
Models 2
Construct models for students of exemplary work and discuss the attributes of the models.
Mind Map
Have students construct a Mind Map to illustrate major issues around a topic of study
Traffic Light
Have students traffic light (Atkin et al., 2001), marking it with a green,k yellow or red dot to indicate the level of help they need. Allow students with green and yellow dots to provide descriptive feedback to one another, while you provide feedback for students with red dots.
Testing
When creating a selected-response test, arrange the items according to the learning targets they assess and give students the list of learning targets correlated to the test item numbers. When receiving their corrected test, students identify which learning targets they have mastered and which learning targets they need to work on further
Lesson Design
Design lessons to focus on one aspect of quality at a time. This strategy breaks learning into more manageable chucks for students. Be sure that students know the learning target of the lesson.
Focused Revision
Teach students focused revision. Let students practice revising their work before being held accountable by a final grade. Proved a scoring guide for focused revision.
Student Portfolios
Once students understand their learning goal, student portfolios can promote students' self-reflection. In collecting their work and insights in portfolios, students have the oppoortunity to reflect on their learning, develop an internal feedback loop, and understand themselves better.
Scoring Guides
Use student-friendly versions of scoring guides often with students. They will become more proficient at identifying thier own weaknesses and have a better understanding of what is needed to improve.
Anonymous student work
Use anonymous samples of student work to illustrate strong and weak work. Allow students to determine the criteria that amke work strong and to provide suggestions for improving weak work.
Q & A
Start the lesson with a 5 minute Q & A session focused on key works and docnepts from the previous lesson.
Wait Time
Provide adequate "wait time" between asking a questions and calling on a student to respond. Try counting to 20 after asking each question before you add information or ask for a response.
Open-ended Questions
Ask a variety of open-ended questions that focus on the knowledge, understanding and reasoning skills expected of students relating to the content of the lesson.
Descriptive Feedback
Give students time in class to read the descriptive feedback on returned work and to make the suggested hanges.
Collaboration
Invest in the time to teach students the ahbits and skills of collaboration in peer-assessment
Learning Targets
Clarify the learning targets for students use:
Use paint chips from the local paint store for students to indicate responses to questions. For example, "If you agree completely with the statement, raise the purple paint chip. If you agree partially, raise the yellow paint chip. If you do not agree raise the white paint chip." Numbers can also be written on the back of the paint chips to accomodate color blind students.
Entrance Tickets
Entrance tickets can be used to review prior knowledge. Provide students with a half sheet of paper or an index card to answer a question posted on the board.
Metaphors or Similes
Ask students to write metaphors or similes to explain their understanding of a concept.
Learning Objectives Log
Have students keep a log of their learning objectives. A chart can be made to allow students to indicate when the learning target was set, what it is, how often they achievedd it and when it was met.
Name:
Date Set Learning Target Times Acheived DateMet
10/1/11 Take notes using my own words +++ 12/4/11
10/2/11 Use quotation marks when quoting the author's words +++++++ 11/11/11
10/12/11 Use Google Chart Maker to add charts to my research papers comparing the information learned from multiple sources +
Self-evaluation Every Day
Post self-evaluation quesitons on the wall in the classroom. WExamples of such questions would be as follows:
Google Forms page
Flubaroo InstructionsWest Virginia Department of Education List of Formative Assessment optionsWV DE page
Generally written on half sheets of paper or index cards. The student is directed to write one or two important conepts from the day's lesson. They are generally completed wihtin the last few minutes of class or at the end of a lesson and handed to the teacher on the way out the door. The purpose is merely to give students a chance to self-select one or more of the things they learned during a class session, an investigation, or a series of lessons.
3-2-1 Cards
A quick assessment of student learning.
Example: 3 things I learned form the states of matter lab...
2 questions I still have about states of matter...
1 way I see matter changing state...
Windshield Checks
Useful during a lesson or unit of study to check for understanding.
Example: CLEAR=I get it!
BUGS= I get it for the most part, but some things are still unclear
MUD= I still don't get it!
1-2-3 Summarizers
Used as on-going assessment to help student self-awareness and student planning. Student need some instruction to use them.
Example: After reading my rough draft...
1 thing I really like about my first draft...
2 resources I can use to help improve my draft...
3 revisions I can make to improve my draft...
Four Corners
Useful as a pre-assessment at many grade levels and in many subject areas. It makes use of a familiar graphic organizer.
Example:
KWL
This is a technique used by teachers to assess what students 'know,' 'wish to know,' and 'have learned about a particular topic.' Divide a sheet of paper into three columns labeled K, W. L. At the beginning of the lesson, the KWL serves as a written record of the student's prior knowledge (K) on the topic, and allows the opportunity for the student to note what they desire (W) to know the topic. Following the lesson, the student self-assesses what has actually been learned (L) about the topic.
Graffiti Walls
This can be used for pre-assessment, to assess on-going learning on a single topic, or as an evolving glossary of related terms. The teacher places a large sheet of paper on a smooth surface and invites the students to write or draw what they know about the topic. Students "Sign" their work or statements, allowing the teacher to see, at a glance, misconceptions, naive conceptions, prior knowledge, and new learning targets.
Three Stages of Self-Assessment
The three stages most commonly followed by teachers when asking students to self assess their work are:
Stage 1 - Student identify their own successes
Stage 2 - Students identify a place for improvement
Stage 3 - Students identify their successes and make an "on the spot" improvement
Sentence Fragment Self-Assessment
Have students self-asses using a few guiding sentence fragments, such...
- I am pleased with my work so far, because...
- Two improvements I've made are...
- Next time I revise my woek, I need to focus on...
- I would grade myself a 1 2 3 4 5 because I ...
- In order to improve, I need to...
Peer Assessment Sentence Fragments
Have students peer assess using a few guiding sentence fragments, such as...
- You did this really well...
- You could have....
- Next time you need to focus on...
Peer Assessment Focus
When using peer assessment, focus on only one aspect of the assignment at a time. For example, the peer may look for multiple pieces of evidence, or look for only grammatical errors.
Descriptive Feedback
Provide descriptive feedback on student work to identify ways or suggestions for improvement. Descriptive feedback is non-judgmental, indicates areas of strength, identifies areas for improvement, and indicates how or what a student might do to make improvements.
Descriptive Feedback 2
Descriptive feedback lets the student know, in realation to the learning objective, what could have been achieved, what needs to be done and where to go next.
Closing the Gap
- Read all the student's work before marking
- Highlight 3 places the student best meets the learning target.
- Indicate with a a star and descriptive feedback where improvement can be made.
A student must know the learning objectives prior to beginning the task.
Learning Targets
Focus on one or two learning targets at a time when reviewing student work. For example, focus on problem solving techniques in math, paragraph construction in writing, data organization in science, etc, and only that target.
Time
Students need time to make suggested improvements. Provide class time for student to work on their improvements or assign it as their only homework.
Model
Model effective marking, so that students are trained to be effective self- and peer assessors
Grading
Grading every piece of work leads to demoralization for lower achievers and complacency for higher achievers
Specific Feedback
Give specific feedback focusing on success and improvement, rather than correction or as a re-statement of the learning target. For example, provide "for instances" and specific advice.
Specific Feedback 2
Feedback needs to be focused on the learning objectives, rather than on comparisons with other students.
Comments
In a study by Ruth Butler in 1988 it was demonstrated that learning gains were grater when given as comments only than when only a grade is given or when the grade is combined with the comments.
Comments 2
Comments focusing on improvements made by a student compared to earlier work leads to increased student motivation
Standards and Benchmarks
Deconstruct standards and benchmarks to identify exactly what the student needs to know and do to reach the benchmark. Use these deconstructed components of the benchmarks wen giving descriptive feedback to students
Models 2
Construct models for students of exemplary work and discuss the attributes of the models.
Mind Map
Have students construct a Mind Map to illustrate major issues around a topic of study
Traffic Light
Have students traffic light (Atkin et al., 2001), marking it with a green,k yellow or red dot to indicate the level of help they need. Allow students with green and yellow dots to provide descriptive feedback to one another, while you provide feedback for students with red dots.
Testing
When creating a selected-response test, arrange the items according to the learning targets they assess and give students the list of learning targets correlated to the test item numbers. When receiving their corrected test, students identify which learning targets they have mastered and which learning targets they need to work on further
Lesson Design
Design lessons to focus on one aspect of quality at a time. This strategy breaks learning into more manageable chucks for students. Be sure that students know the learning target of the lesson.
Focused Revision
Teach students focused revision. Let students practice revising their work before being held accountable by a final grade. Proved a scoring guide for focused revision.
Student Portfolios
Once students understand their learning goal, student portfolios can promote students' self-reflection. In collecting their work and insights in portfolios, students have the oppoortunity to reflect on their learning, develop an internal feedback loop, and understand themselves better.
Scoring Guides
Use student-friendly versions of scoring guides often with students. They will become more proficient at identifying thier own weaknesses and have a better understanding of what is needed to improve.
Anonymous student work
Use anonymous samples of student work to illustrate strong and weak work. Allow students to determine the criteria that amke work strong and to provide suggestions for improving weak work.
Q & A
Start the lesson with a 5 minute Q & A session focused on key works and docnepts from the previous lesson.
Wait Time
Provide adequate "wait time" between asking a questions and calling on a student to respond. Try counting to 20 after asking each question before you add information or ask for a response.
Open-ended Questions
Ask a variety of open-ended questions that focus on the knowledge, understanding and reasoning skills expected of students relating to the content of the lesson.
Descriptive Feedback
Give students time in class to read the descriptive feedback on returned work and to make the suggested hanges.
Collaboration
Invest in the time to teach students the ahbits and skills of collaboration in peer-assessment
Learning Targets
Clarify the learning targets for students use:
- examples and non-examples
- rubrics/scoring guides
- test specification guides/ test blue prints
- models
Use paint chips from the local paint store for students to indicate responses to questions. For example, "If you agree completely with the statement, raise the purple paint chip. If you agree partially, raise the yellow paint chip. If you do not agree raise the white paint chip." Numbers can also be written on the back of the paint chips to accomodate color blind students.
Entrance Tickets
Entrance tickets can be used to review prior knowledge. Provide students with a half sheet of paper or an index card to answer a question posted on the board.
Metaphors or Similes
Ask students to write metaphors or similes to explain their understanding of a concept.
Learning Objectives Log
Have students keep a log of their learning objectives. A chart can be made to allow students to indicate when the learning target was set, what it is, how often they achievedd it and when it was met.
Name:
Date Set Learning Target Times Acheived DateMet
10/1/11 Take notes using my own words +++ 12/4/11
10/2/11 Use quotation marks when quoting the author's words +++++++ 11/11/11
10/12/11 Use Google Chart Maker to add charts to my research papers comparing the information learned from multiple sources +
Self-evaluation Every Day
Post self-evaluation quesitons on the wall in the classroom. WExamples of such questions would be as follows:
- What were yo most pleased about?
- What do you need more help with?
- What did you find difficult?
- What did you already know about it?
- What did you find easy?
- What helped you move on to learn something else?
Google Forms page
Flubaroo InstructionsWest Virginia Department of Education List of Formative Assessment optionsWV DE page