The ABC’s ofFormative

ASSESSMENTS

Alphabet GraffitiAnticipatory Guides

(pre- and formative)

Agree Disagree Agree Disagree

1. Fungi must form spores to reproduce.Support it:

2. All mushrooms are safe for us to eat.Support it:

3. Yeast is a form of fungus.Support it:

4. Penicillin is made from a fungus.Support it:

Bump in the Road or

Muddiest Point(formative)

• Write down something from the lesson that they find confusing or difficult.

• Collect responses and review, OR

• Form small groups and ask students to share their “bumps” and seek clarification.

Crumpled Question Toss(formative)

• Each student writes a question about something discussed during the unit (or questions are pre-written)

• Crumple paper and gently toss to another.• Open crumpled paper and answer the question.• Re-crumple and toss.• Add any needed additional information.• Re-crumple and toss a third time.• Final student makes changes/additions,

the presents the question/answers with class.

Card Trick(formative)

• Each student picks a playing card.

• When the teacher asks a question or gives a problem, discuss it with your partner.

• The teacher will say something like, “all red cards stand” or “all Kings stand.”

• The teacher will pick someone who is standing to respond.

Dry-Erase Back to Back Boards

(formative)• You and your partner each get a mini-white

board and stand back-to-back.

• The teacher asks a question and you each answer on your board.

• When the teacher says “turn around” you show each other your answers and discuss.

Entrance or Exit Cards(pre- or formative)

• Students write a response to a teacher generated question on a slip of paper.

• Teacher can review and re-teach.• Entrance cards – questions related to

upcoming learning.• Exit cards – questions related to

completed instruction.• Variation – use same question for both

Entrance and Exit.

3-2-1Exit Card

Exit Card

• Name

• Question:

Rate yourself: 1 = high confidence2 = medium confidence3 = I’m not sure on this

Would you help someone else learn this?

YES Not at this time

(formative)

• Teacher posts questions, concepts, or vocabulary words in each of the corners of the room.

• Each student is assigned a corner. Once in the corner, the students discuss the focus of the lesson in relation to the question, concept, or words.

• Students may report out or move to another corner and repeat.

• After students have moved, as a writing assignment they should be encouraged to reflect on changes in opinion or what they have learned.

Four Corners(formative)

Graphic Organizers or Learning Logs

(pre- or formative)

What I knew already…

New Vocabulary

Important to remember

Chart/Picture it This reminded me of…

Not so sure about this…

Math Graph Organizers or Learning Logs

What I knew already…

New concept or idea Important to remember

Chart/Picture it or give an example…

How this relates to a past concept/idea…

Not so sure about this…

Pre-Assessing Using Graphic Organizers

Define it… Give an example…

Give a non-example… Ask a question about it…

Early Elementary Graphic Organizer or Log

WINTERDefine it… Give an example…

Give a non-example… Ask a question about it…

What are the WINTER MONTHS?

Coldest Season Snow

Colored Leaves

Human Graph(pre-assessment or formative)

• Demonstrated at the beginning of the presentation.

• “Snowball” toss then human graph.

x xx x x xx x x x x1 2 3 4 5

Idea Spinner(formative)

• The teacher creates a spinner marked into 4 or 5 quadrants and labeled “Predict, Explain, Summarize, Evaluate” and “Free.”

• 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.”

Predict Explain

Evaluate Free

Summarize

Journal Entry(formative)

• Writing done to encourage reflection or exploration of ideas or interest.

• Questions for reflection are often given by the teacher.

• What did you think of the class? Why?• What did you learn today? What did you do in school

today? • What happened in school today that made you feel

proud?• How do you want to be evaluated?• One thing that the teacher could do to help me

understand things better is…• One thing that I do that helps me learn the best is…

Key Concepts(formative)

• Explain the key concept “_revolution__.”

• Give a definition (in your own words), draw a symbol/picture to represent it, give an example of the concept, and a big idea to go with it.

Picture/symbol

Examples

DefinitionOverthrow of one government for another government or sudden change (e.g., in ideas, technology)We are going to overthrow the

government because you people are really mean!

American Revolution, French Revolution, Russian Revolution

Industrial Revolution

Big Idea

Revolutions sometimes occur when peoples’ rights are taken away or they have bad times economically.

revolution

Key Concepts(formative)

• Explain the key concept “_the 5 senses_.”

• Give a definition (in your own words), draw a symbol/picture to represent it, give an example of the concept, and a big idea to go with it.

Picture/symbol Examples

DefinitionEyes, Hands, Ears, Mouth, Nose

Seeing, Touching, Hearing, Tasting, Smelling

Big Idea

We learn about our world through our 5 senses.

5 Senses

Letter to Principal/Parent(formative)

• Write a short letter to the principal/parent telling him or her all of the ideas you have learned about this week.

Magnets(formative)

Instead of Magnets, Use Post-its

No clue I’ve heard of this.

I know a lot about this.

I’m an expert on this.

Note-Taking Specialist(formative)

• Switch notes with your partner.

• Look at your partner’s notes and enhance his/her notes by underlining key terms/ideas, drawing symbols for key ideas, adding in any important notes that are missing, asking questions about key ideas.

Outside/Inside Circle(formative)

• Inside and outside circles of students face each other.

• Within each pair of facing students, students quiz each other with questions they have written or problems they have created.

• Outside circle moves to create new pairs.

• Repeat.

P-M-I(formative)

Science

Sequence/steps/cycles/processesScientific principlesContent-area vocabulary

Math

Steps in a process

Social Studies

Important events/turning points/conflictsElements of civilizationHighlights of an eraContent-area vocabulary

ELA

Character/key figures/attributesSetting/conflict/problems & solutionsBeginning, middle, endSymbols/themes

Quick Write/Quick Draw(pre-assessment or formative)

From 25 Quick Formative Assessments for a Differentiated Classroom

• Listen to the question or the problem the teacher asks and discuss it with your partner.

• Do “Rock, Paper, Scissors” with your partner.

• The winner stands and the teacher will choose one or more of the winners to answer the question. Repeat several times.

Rock, Paper, Scissors(formative)

Spinner – Used with Think/Pair/Share

(formative)

• In response to a teacher prompt or question, students THINK,

• Then PAIR (discuss with a partner),

• And then SHARE ideas with the whole class – only those whose number is called (using the spinner) share.

1 2

3

456

7

8

SPIN

1 2

3

456

7

8

SPIN

1 2

3

456

7

8

SPIN

1 2

3

456

7

8

SPIN

1 2

3

456

7

8

SPIN

1 2

3

456

7

8

SPIN

1 2

3

456

7

8

SPIN

1 2

3

456

7

8

SPIN

Tear and Share Activity(formative)

1111 2

3 4

From Fogarty & Pete – Wildly Exciting, 2010

Understanding Check with Signaling

(pre-assessment or formative)

4 Fingers – Very Well3 Fingers – Well2 Fingers – Somewhat Well1 Fingers – Not Very WellFist – Not At All

Informal Formative Assessment:Red, Yellow, Green

RED: Show red if you…• feel I have not explained this clearly;• still have many questions;• can’t work without assistance; or• do not understand what you are supposed to do.YELLOW: Show yellow if you…• have a question;• need more information; or• need more time to think.GREEN: Show green if you…• really understand;• can explain what you know to the class; or• are okay if I call on you.

Venn or H-Diagram

(formative)

• The class is divided into 5-6 teams. • The whiteboard/chart paper is divided into a large

space for each team. • Each person needs a writing utensil.• When the teacher says “Go,” all team members rush

to their area and write or draw (symbols/pictures) to represent key ideas in the current topic of study. (It will be crowded!)

• At the end of 3 minutes, each team must present 2-3 ideas from their whiteboard or chart paper creation.

Whiteboard or Chart Paper Champs(formative)

Website(pre-assessment or formative)

• http://www.formativedifferentiated.com/

X Marks the Spot(pre-assessment and formative)

• Have students track their progress on the targets.

X

X

Yes/No Cards(pre-assessment or formative)

• Students make a large index card with Yes (or "Got It") on one side, No ("No clue") on the other side.

• Teachers ask an introductory or review question.• Students who know the answer hold up the Yes

card, if they might have the answer they hold the No card.

• Then do a quick Think/Pair/Share. • This short assessment can give a quick look at

what the group is ready for/understands/'gets'. • Example: Use when introducing vocabulary words

that students need as a knowledge base for a specific unit of study.

ZAP Game (Like Password)(formative for a vocabulary check)

• Identify Partner A and B • (A) looks at the screen – (B) does not look at the

screen.• The partner looking at the screen gives clues to

the partner not looking at the screen.• As soon as someone “gets” the word, the team

raises their hands.• Other teams quietly say “ZAP.”

• Do 6 words, then switch partners.

A Vocabulary Review Activity

ZAP(Like Password)

Headings and subheadings

The is…

Bold, Colored, or Italicized Print

The is…

Fact Boxes and Sidebars

The is…

Visual representations of information

The is…

Captions

The is…

Table of contents

The is…

index

The is…

glossary

The is…

preface

The is…

Pronunciation guide

The is…

appendix

The is…

Talk to this person about which of these ideas would work in your classroom.

Stand up and make eye-contact with someone who is wearing a similar color to yours. Discuss the above.

You have 2 minutes and 15 seconds.

Put an “X” by at least 2 you will commit to using.

REFLECTIVE ASSESSMENTS

Reflective Assessments

• Emphasize Metacognitive Thinking and Goal Setting

• Examples: – Whiteboard or Chart board Champs– One Minute Write

RIGOROUS ASSESSMENTS

Have students indicate if they are sure or unsure for each question

Note that capital letters should be used for the distracters.

1. A change in matter that produces new substances is called a_________. A chemical reaction B physical change C mixture D solution

__________ Sure ___________ Unsure

Have students indicate if they are sure or unsure for each question

1. Earth is the center of our solar system.

TRUE

FALSE sure unsure

2. The moon and the sun are the same size.

TRUE

FALSE sure unsure

3. If you put a footprint on the surface of the moon, it would last until someone else covered it up.

TRUE

FALSE sure unsure

4. The sun gives off energy.

TRUE

FALSE sure unsure

5. The moon has the same amount of gravity as Earth.

TRUE

FALSE sure unsure

6. Earth is the only planet with plants and animals.

TRUE

FALSE sure unsure

7. Earth’s moon makes its own light.

TRUE

FALSE sure unsure

Have students indicate if they are sure or unsure for each question

Note that capital letters should be used for the distracters.

Multiple Choice: Circle the letter that best answers the question. Color in the face indicating whether you are sure or unsure about the answer. (1 point each)

1. What is the name of this coin?

A. penny

B. nickel

C. dime

D. quarter

Learning Targets Test Item

Numbers

How many did I get right?

How many did

I get wrong?

I’ve mastered

this target.

I need to

work on this target.

1. I can explain the difference between chemical and physical properties in each phase

1,10,13, 15,17

2. I can provide examples of chemical and physical properties

4,8,14,18

3. I can describe what substances, elements, compounds and mixtures are.

2,3,5,6, 7,11,12,

4. I can recognize and distinguish between elements, compounds and mixtures

23,24,25,26,27,28

5. I can describe what relative motion is.

9,19,21

6. I can use information about relative motion and identify what phase change it belongs to.

16,20,22

Learning Target

Question Number

Total Correct

Total Incorrect

Total Sure

Total Unsure

I can describe characteristics of the sun 2, 4, 8, 11        

I can describe characteristics of the moon 3, 7, 9, 10, 12,13, 19        

I can describe characteristics of Earth 1, 5, 6, 14, 16, 17        

I can explain the distance between the sun, Earth, and moon

15, 18, 20        

Name ______________________________

STUDENT ANALYSIS PAPER

Question Learning Target

I CAN do this!

I am still learning

about this!

Station for Practice

1 I can name each coin. Pot of Gold! Money game

2 I can name each coin. Pot of Gold! Money game

3 I can name each coin. Pot of Gold! Money game

4 I can name each coin. Pot of Gold! Money game

5 I can tell the value of each coin.

Smart Board Money Match

6 I can tell the value of each coin.

Smart Board Money Match

7 I can tell which group of same coins has more value.

Who Has More?

8 I can tell the value of a group of same coins.

Mystery Money

9 I can tell the value of a group of same coins.

Mystery Money

10 I can write the value of a group of coins using the cent symbol.

Mystery Money

Pot of Gold! This is a board game with pictures of different coins arranged in a game board format. A student rolls a die and moves the game piece that number of spaces. Before the next player rolls, the student has to say the name of the coin. The Math Helper has to give a thumbs up if it is right, or a thumbs sideways if they should try again. Then, it is the next player’s turn. Smart Board Money Match This is an interactive game created using the Notebook Software for the Smart Board. A student selects two cards to touch and flip. If the cards match a picture of a coin to the correct coin value, the student has to show the Math Helper a thumbs up. If the Math Helper agrees the cards are a match, he/she will return the thumbs up or put a thumb sideways to try again. If the cards do indeed match, the cards remain flipped over as a match. If the cards do not match a picture with a coin value, the cards are flipped back over. Who Has More? Students will work in groups of two or three. The Math Helper will monitor the groups assisting where needed. One student in a group will roll a number die and a money die. The number die will show how many coins to grab from the money bank and the money die will show the type of coin to select. The student will grab the money, count the money and say, “I have ____.” The partner student will repeat directions. The partner with the most money will say, “_____(amount of money) is more than _____ (partner amount of money).” Students will put the coins back and repeat. Mystery Money The Math Helper will select a number of same coins from the money bank and lay in the center of the group. Each student in the group will count the money and write the amount using a cent symbol on a small white board and dry erase marker. Students will show the Math Helper the amount and the Math Helper will show each student a thumbs up for the correct answer or a thumb sideways to try again. The Math Helper will finish by teaching/showing how to count the money. The Math Helper will put the coins back and repeat activity. Race to $1.00 One partner rolls a die. He/she will take the same number of pennies as the die shows. If the partner can do any trades, he/she should do so before the next partner rolls. Once a partner has five pennies, he/she may trade for a nickel. After they have two nickels, they may trade for a dime. Partners may continue trading as their money banks increase. Partners continue to roll, get money, and make trades up to one dollar. After someone reaches one dollar, partners can start over.

1. Penny Penny! Glue the Money Poem in your math notebook. Read or sing the Money Poem using different voices for each coin. You may use microphones and any props from our acting box.

Musical/Body Movement

2. Food For Sale! Look through the grocery Advertisements from the newspaper. Cut and sort at least five pictures of food in one column and at least five money amounts in another column. Glue picture and money columns in your math notebook.

Logic/Math

3. Flowers For Sale! Look through the Nature Magazines. Cut pictures of at least five flowers and glue them into your math notebook. Label each flower with a coin value less than a dollar. You may cut and label more than five pictures if you prefer.

Nature

4. Money Facts! Choose a non-fiction book about money to read from the book basket. Write or draw one interesting fact about each coin, penny, nickel, dime, quarter in your math notebook.

Language

5. Computer Coins! Work on the computer and explore the Interactive Math Web site. Count the group of coins and type the amount. Glue a Self Reflection sheet in your math notebook and circle the smiley face if you CAN count coins or need more practice with this target. http://www.hbschool.com/activity/counting_money/

Self

6. Pattern Money! Use your money bank from your desk and create patterns with your coins. After you create a pattern, say the pattern using coin names or coin values. Choose one pattern to write down using coin names and one pattern to write down using coin values in your math notebook.

Logic/Math

7. Math Memory! SMARTBOARD Take turns selecting two cards. If the two cards match one coin picture to the same coin value, your team or partner will show you a thumbs up and the cards remain flipped over. If the two cards do not match, your team or partner will show a thumb sideways to try again and flip the cards back over. Glue a rating sheet in your math notebook and rate how well your group worked together and how well this activity helped you.

Social

8. Sketch a Coin! Take a blank piece of paper and a piece of chalk. Lay a coin under the piece of paper and use the chalk to trace on top of the paper. Trace the front and back side of the coin. Label at least five coins with the coin name and value. Glue the piece of paper in your math notebook.

Spatial/Body Movement

9. Money Talk! Write a story about a time you earned or spent money. Include the amount of money earned or spent in your story.

Language

GRADING PRACTICES

From 15 Fixes for Broken GradesKen O’Connor

Grading Guideline