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TSL 3010LINKING THEORY TO PRACT

FORMATIVE ASSESSMENT***27/02/2014

MITHR

YOG

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The student's role is to strive to understand what success looks li

and to use each assessment to try to understand how to do better

next time." Educational consultant, Rick Stiggins.

Formative assessments help us differentiate instruction and thu

improve student achievement.

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WHAT IS A FORMATIVE ASSESSMENT?

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Formative assessment is assessment FORlearning, not OF

learning

It is an on-going process used during instruction

It informs decision-making for future teacher instruction andlearning tactics

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Formative assessments are part of the learning, they need not

as summative assessments (end-of-unit exams or quarterlies,

example) are.

They serve as practice for students, just like a meaningful hom

assignment. They check for understanding along the way and guide teache

making about future instruction; they also provide feedback to

they can improve their performance.

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WHEN TO (OR HOW OFTEN)

Once or twice during a class period

Midway and at the end of a class period

Every time you switch a topic

At the end of your students focus time

Any time you see you sense uncertainty, or confusion in students

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FORMATIVE ASSESSMENT STRATEGIES

Make aconnection

Turn and Talk Stop and Jot Qu

A quick writeOne minute

essay

Four corners(modified and

traditional)Pin

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MAKE A CONNECTION

After a mini-lecture, class discussion, text reading, video, or PowerPoin

Have students make their own connections and share with the class

Compare two characters, two books, two authors styles

Note a sequence

Predict a future outcome

Recognize a cause or effect

Make a text-to-self, text-to-text, text-to-world connection

Suggest a characters motivation

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QUICK WRITES

Quick Writes involve asking a question, giving people a set amount of t

responding (usually between one to ten minutes), and either hearing or

responses. The quick write can be modified endlessly, depending on ci

critical thinking warm-ups: use the quick write at the start of a class t

focused on a new concept, or the material from last class, or prepara

material, etc.

student-directed quick writes: have students lead the quick write sess

prepared a question in advance and thought through a method for fie

responses

class-closers: as with the warm-ups, use the quick write to prompt re

through summary, synthesis, explanation, a question

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A QUICK WRITE

Promotes spontaneity and freedom in writing.

Encourages writing as a habit or practice.

Promotes critical thinking and focus.

Gives students time to collect thoughts before verbalizing to others.

Saves time for instructors since quick writes do not necessarily have to be read

Students can respond verbally from their quick writes (reading directly or using

touchstone) or get peer response in groups.

Provides a basis for collaborative peer work

Students can also DRAW instead of write

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ONE MINUTE ESSAY

The One-Minute Essay can be used at the beginning (or end) of a class

students focus on the matter at hand and get them thinking.

Ask them to summarize the main point of the last class (providing a brid

current lesson) or summarize a reading. The point is to get them writing

immediately. Have them exchange their One-Minute Papers with a partner and ask f

quick write that synthesizes the views.

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Ask for a few randomly-selected samples and discuss them.

Look for accuracy, precise language, and conciseness.

Ask them what do you mean?

At the end of class, they can be used to summarize the information lear

take them up and quickly group students by readiness for the next day any misconceptions.

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FOUR CORNERS (MODIFIED)

In a four corners classroom, the instructor thinks of four or more optionsa particularly controversial topic OR four options about the students lev

understanding.

At any time in the class, students can be asked to choose a corner of th

that relates to how well they understand the lesson (Ive got it. I have o

Im confused. Im lost) Students then briefly discuss what they understa

question is, where they got lost.

The teacher can ask students to share with the class or quickly visit eac

see what additional instruction needs to be done.

This can be sued for immediate intervention and for placing students in

groups for the next lesson.

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FOUR CORNERS (MODIFIED)

If about a controversial issue, the instructor labels the four corners of th

with these options. For example, the options could range from strongly

agree, disagree, and strongly disagree.

The instructor hands out 35 cards to each student and asks them to jo

choice on one side of the card and, when asked, to read out their choic

After making their choice, students will be required to write out the reas

choice on the other side of the card. Students could be allowed four or f

to do so.

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The instructor then asks them to gather in the corner of the room that c

their choice.

In each corner, students form groups of three or four each, to discuss th

for selecting a particular choice.

After two or three minutes of discussion, students could be randomly ca

a time to give simple, one sentence statements supporting their choice.

The instructor then clears up any misconceptions.

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PINCH CARDS

On a large notecard, write four levels of understanding in student friend

on each corner. At any time during the lesson, ask students to PINCH th

understanding on the card and hold them where you can see them.

I couldteach this.

Ive almostgot it.

Im a bitconfused.

Im lost.

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CONCLUSION

Both the teacher and the student use formative assessment resu

decisions about what actions to take to promote further learning.

ongoing and dynamic process that involves far more than frequen