Formative Assessment Kristina J. Doubet, UVA Adapted by Joyce Stone.

Formative Assessment Kristina J. Doubet, UVA

Adapted by Joyce Stone

Formative assessment is also referred to as on-going assessment. As you explore formative assessment,try this….

Table Talk Activity

Work Alone / Work Together

  Alone:

Think back over your previous learning experiences, in or outside of

school. Identify the best feedback system you ever encountered. What

were the characteristics of the feedback that made it so effective?

Together:

Share with your tablemates your previous learning experience that

incorporated the best feedback system you ever encountered. As a

table, create a list of generalizations that finish the prompt, “The best

feedback systems…”

Pre-Assessment Administer during previous class period for most

comprehensive information. Keep the diagnostic in nature in mind. Include some “tricky” questions to see who’s really

got it. Results: Group students by readiness as indicated

above. Group A – Firm grasp of definitions and use/application Group B – Firm grasp of definitions but struggled with

application Group C – Struggled with both definitions and application

Ongoing Formative Assessments Why must I discover where students are in

relationship to my curriculum and learning goals.

EXIT CARDS

Easy Strategy for Assessing Student Understanding…

EXIT CARDS

Exit Cards are used to gather information on student readiness levels, interests, and/or learning profiles.

The teacher hands out index cards to students at the end of aninstructional sequence or class period. The teacher asks the students to respond to a pre-determined prompt on their index cards and then turn them in as they leave the classroom or transition to another activity.

The teacher reviews the student responses and separates the cards into groups depending on the anticipated need for differentiation.

Exit Cards: Science

Name:

Draw the earth’s orbit around the sun. Briefly explain what causes the seasons.

Use illustrations, if necessary. How have your opinions about this topic

changed? What questions do you still have about”?

Exit Cards: Perspective

Name:

Define “perspective.” Explain the varied “perspectives” in To Kill

a Mockingbird. Can you think of another context in which

you have studied perspective?

Exit Cards: History

Name:

Name 3 factors that contributed to the United States’ involvement in Vietnam.

Briefly explain what you believe to be the most significant of these factors and why?

Exit Cards: Algebra

Name:

Draw a graph & label the “x” and “y” axes Graph a line with the endpoints (3,5) (7,2) Graph a line with the endpoints (-3,-5) (7,2) Provide two ways of writing the equation for

a line

Exit Cards: Spanish

Name:

Write the endings for regular –er verbs: List three regular –er verbs that you know

of: What questions about –er verbs do you still

have?

3-2-1 Cards

Name:

3 things I learned today about…..2 questions I still have/ am confused

about…..1 thing I would like to learn more

about…..

ENTRY CARDS

Another Alternative….

Explain a Key Idea/Concept

ENTRY CARD

Name: ____________ Period:_____

What is a …………….

Give at least two examples of …………….

Explain why we…………..

Frayer Diagrams

DEFINE IT

LIST EXAMPLES LIST NON-EXAMPLES

GIVE IMPORTANCE

TOPIC or CONCEPT

You can change the

category titles to suit your instructional

needs.

Social Studies Example

DEFINE IT

IDENTIFY EXAMPLES LIST NON-EXAMPLES

IMPORTANCE

Political System: Totalitarianism

Character Traits in Literature

Where Do you have it?

Characters in the book who had it:

Characters in the book who lacked it:

Where do you lack it?

POWER

Matrix: Like and Unlike

Jefferson FDR Kennedy G.W. Bush

Jefferson Something else JFK and Jefferson share that FDR and Bush

don’t

FDR

Kennedy Something JFK and Jefferson share that FDR and Bush don’t

G.W. Bush

Something unique to

Bush

In each square, list something that the leader in the two coordinate boxes In each square, list something that the leader in the two coordinate boxes share that the other two leaders do not. Where a person intersects with share that the other two leaders do not. Where a person intersects with

him/herself, you must list something unique to only him/her.him/herself, you must list something unique to only him/her.

Think-Pair-Share

Art by Holly

Hertberg

Windshield Check

CLEAR – “I get it!” BUGS – “I get it for the most part,

but I still have a few questions.” MUD – “I still don’t get it.”

Alternative Method:

Thumbs-up/Wiggle palms/Thumbs down

Graffiti Wall

Similar to “Four Walls” (remember – “Mooove!”)

Students move in small groups to respond to different questions with new material.

Great way to pre-assess and end activities Another Option – “Roundtable”

One pencil and piece of paper per small group Group members write one idea and pass; no

talking, but may pantomime

Help Cards/Stations

In one study, high school students attributed increased success to an atmosphere which encouraged students to ask for help, as well as opportunities to do so.

Help cards – hold up at designated times, or as needed

“Self-Help Groups” – Students self select to hear info another way or to work with a new application

Think Tank

Which methods of formative assessment

have you experienced?

Which would you like to try?