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Formative Assessment Survival Kit

The document provides 16 techniques for formative assessment to check student understanding. These include misconception checks, one sentence summaries, think-pair-share activities, self-assessments, hand signals, quizzes, observations, concept maps, and oral questioning. The goal is to gather information about student learning progress and identify areas where clarification is needed.

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106 views

Formative Assessment Survival Kit

The document provides 16 techniques for formative assessment to check student understanding. These include misconception checks, one sentence summaries, think-pair-share activities, self-assessments, hand signals, quizzes, observations, concept maps, and oral questioning. The goal is to gather information about student learning progress and identify areas where clarification is needed.

Uploaded by

shewaxedlyrical
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Formative Assessment Survival Kit Techniques to Check for Understanding 1.

. Misconception Check Present students with common or predictable misconceptions about a designated concept, principle or process. Ask them whether they agree or disagree and explain why. The misconception check can also be presented in the form of a MCQ or true-false quiz 2. One Sentence Summary Students are asked to write a summary sentence that answers the who, what, where, why, how questions about the topic 3. 3 Minute Pause Three minute pause provides a chance for students to stop, reflect on concepts and ideas that have just been introduced, make connections to prior knowledge or experience, and seek clarification. a. I became more aware of b. I was surprised about c. I felt d. I related to e. I empathised with 4. Analogy/Prompt Periodically, present students with an analogy prompt (a designated concept, principle, or processs) is like ______________ because ______________________________________________ 5. Self-Assessment Process in which students collect information about their own learning, analyse what it reveals about their progress towards the intended learning goals and plan the next steps in their learning. 6. Hand Signals Ask students to display a designated signal to indicate their understanding of a specific concept, principle, or process. I understand _______________ and can explain it (e.g. thumbs up). I do not understand ________________ (e.g. thumbs down). I am not completely sure about _________________ (e.g. wave hand). 7. Student Conference One on one conversation with students to check their level of understanding

8. Quiz Quizzes assess students for factual information, concepts and discrete skills. Some quiz examples are: a. True/False b. Short answer c. Paper and pencils d. Matching e. Extended response 9. Think-Pair-Share Students think individually then pair (discuss with partner), then share with the class. 10. One Minute Essay One minute essay (or one minute question) is a focused question with a specific goal that, in fact, can be answered within a minute or two. 11. Observation Walk around the classroom and observe students as they work to check for learning. Strategies include: 1. Anecdotal records, 2. Conferences, 3. Checklists 12. Idea Spinner The teacher creates a spinner marked into 4 quadrants, and labelled Predict, Explain, Summarise, Evaluate. After a new material is presented, the teacher spins the spinner and asks students to answer a question based on where the spinner lands. For example, if the spinner lands in the Summarise quadrant, the teacher might say List the key concepts just presented 13. Web or Concept Map Many forms of graphical organizers which allow learners to perceive relationships between concept through diagramming key words representing those concepts. 14. Exit Card Exit cards are written student responses too questions posed at the end of a class or learning activity or at the end of a day. 15. Numbered Heads Together Each student is assigned a number. Group members work together to agree on an answer. The teacher randomly selects ne number, and he student with that number answers for the group.

16. ORAL QUESTIONING How is ____________ similar to/different from ________________ What are the characteristics/ parts of ________________________ In what other ways might we show/illustrate __________________ What is the big idea, key concept, moral in ___________________ How does ___________ relate to __________________________ What ideas/details can you add to __________________________ Give an example of _____________________________________ What is wrong with ______________________________________ What might you infer from ________________________________ What conclusions might be drawn from What questions are we trying to answer? What problems are we trying to solve? What are you assuming about What might happen if What criteria would you use to judge/evaluate What evidence supports How might we prove/claim How might this be viewed from the perspective of What alternatives should be considered What approach/strategy could you use to

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