3-Minute Pause
Description: A 3-Minute Pause is a type of formative assessment that can be used to quickly check for understanding. The teacher poses one to three questions at any point during the lesson. Students respond to one or more of the questions in writing on a ½ sheet of paper (an index card works). The teacher reviews the written statements and adjusts his/her teaching the following day based on the information provided. Volunteers can also read their statements at that time and teaching can be adjusted “on the fly”. How to Use the Strategy: 1. Provide a ½ sheet of paper (index card), with/without questions. 2. On the ½ sheet of paper, have the students complete one or more of the following statements and explain Example: I was surprised about… I became more aware of… I want to know more about… 3. Collect the 3-Minute Pause sheets from students or have volunteers read and discuss their written statements with the entire class. 4. If the teacher collects the sheets, then he/she will review each. 5. Teacher adjusts his/her teaching for the next day. 6. Students learn how to make adjustments for their learning based on what they’ve written. |
Misconception Check
Description: Misconception check is a type of formative assessment. It is meant to see if students, when given a false fact, can identify what is the correct answer. How to use the Strategy: *Strategy can be used any time, but is best used when reviewing a lesson to check for understanding. 1.The teacher presents a false fact about the lesson being taught. The fact should be written on the chalkboard or SmartBoard. 2.Each student decides whether he/she agrees or disagrees with the fact. 3. Each student then presents his her agreement/disagreement in any of the following ways (teacher preference): · colored card (one color for agree, another color for disagree) · thumbs up/thumbs down · stand up/sit down 4.Teacher mentally notes students’ agreement/disagreement with the false fact and their reasoning. 5. Teacher adjusts his/her teaching for the remaining part of the class period or for the next day. 6. Students learn how to evaluate their agreement/disagreement with the false fact and make adjustments for their learning. *The teacher can also give out a correct fact and ask students if they agree/or disagree with the answer. |
Confidence and Use Lines
Description: Confidence and Use Lines can be used to quickly assess where students stand on a concept/idea. Students express their “confidence” in using the concept/idea on one poster using sticky dots, and express their actual “use (knowledge)” of using the concept/idea on a different poster using sticky dots. The teacher then knows how to adjust his/her teaching later that class period or the following day. How to Use the Strategy:
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Questioning
Description: Questioning is probably the most important formative assessment for the secondary student. It is deliberately used within (or before/after) a lesson to assess student understanding of information. There are various strategies that can be utilized. Some are as follows; Wait Time – Using wait time can result in many positive things happening to students’ and teachers’ behaviors and attitudes. To attain these benefits, teachers are urged to “wait” in silence for 3 or more seconds after their questions and after students complete their responses. No Hands Up – When using this formative assessment, a high-quality question should be asked and for a certain amount of time, kids should reflect without raising their hands. Say, “no hands up”. Afterwards a number of strategies can be implemented. For example, turn and talk, stop and jot, hands up with whole class discussion, etc. Stirring the Mix – In groups of 4 students discuss topic. One student moves to the next group and explains to them what they learned from the previous group. Talking Partners– In pairs, pupils discuss their answers to a question. Each pupil has then to answer on behalf of their partner. This ensures that all pupils are engaged in discussions and question and answer sessions. It may allow some pupils to take risks with their answers. Walk About, Talk About (CAROUSEL) – Groups of children walk around the room discussing questions set by the teacher at several stations. They note down their answers or observations at the question before moving on when instructed. At a new question, they read the responses, tick those they agree with and put a cross against those they disagree with. Any new ideas are added. This is an excellent technique for assessing prior knowledge before a new topic or for jogging memories for revision. Children are hugely empowered by use of big felt pens. How to Use the Strategy: All of theses types of Questioning Strategies need to be used deliberately. They should be a planned part of the day’s activities. |
Exit Slips
Description: An Exit Slip is a type of formative assessment that can be used to quickly check for understanding. The teacher poses one or two questions in the last couple minutes of class. Students respond to the question in writing (an index card works). The teacher reviews the Exit Slips and adjusts his/her teaching the following day based on the information provided. How to Use the Strategy: 1. Provide an “Exit Slip” to each student (ie: index card) near the end of a class period. 2. Give students instructions as to how the teacher wants them to respond on each side of the card. Example: Side 1 – Write a big idea from today in a summary statement. Side 2 – Write something that you don’t yet understand in a question. Teachers can use any of these techniques:
4. Teacher reviews each Exit Slip. 5. Teacher adjusts his/her teaching for the next day. 6. Students learn how to make adjustments for their learning based on what they’ve written. |
Show of Hands
Description: Show of hands is a quick formative assessment strategy to determine if the students understand the information/concept being discussed. Once the information is given, ask the students to show a “thumbs up” or a “thumbs down” signal underneath their chin. A “thumbs up” means they understand the material and a “thumbs down” means they are not comfortable with the information yet. The teacher can immediately see the results and adjusts his/her teaching during the rest of the class period or the following day based on the results provided. How to Use the Strategy: 1. Teacher presents material/topic planned for the day. 2. Ask students to show a “thumbs up” or a “thumbs down” sign underneath their chin (where no one but the teacher can see it). *A “thumbs sideways” could also be used to indicate that the student is not sure. 3. A “thumbs up” means the student understands the material and could explain it to someone else, and a “thumbs down” means the student is not comfortable with the information yet. 4. If a large number of students show a “thumbs down” (or “thumbs sideways”), the teacher adjusts his/her teaching for the remaining part of the class period or for the next day. 5. Students learn how to evaluate their positions with the Show of Hands and make adjustments for their learning. |
Four Fingers
Description: Four fingers is a type of formative assessment. It is meant to see if students know the answer to a multiple choice question. How to use the Strategy: *Strategy can be used any time – Even for checking homework!
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Traffic Light
Description: The Traffic Light is a type of formative assessment that can be used to check to see if students feel they can apply (actually “do”) a concept/idea.The teacher presents a question and the students respond by placing either a red, yellow, or green sticky dot in the appropriate light on the Traffic Light. The teacher can immediately see the results and adjusts his/her teaching during the rest of the class period or the following day based on the results provided. How to Use the Strategy: 1. Post a large Traffic Light in the classroom. 2. Provide red, yellow, and green sticky dots to students. 3. Pose a question to students.
doing this or easy to get here, yellow means that it is doable but will take some work, and red means that you have much work to do here. 4. Teacher reviews the Traffic Light. 5. Teacher adjusts his/her teaching for the remaining part of the class period or for the next day. 6. Students learn how to evaluate their positions on the Traffic Light and make adjustments for their learning. |