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The ABC’s and 3 R’s of Informative Assessment Jacque Melin – GVSU www.formativedifferentiated.com. N O P Q R S T U V W X Y Z. A B C D E F G H I J K L M. From Fogarty & Pete – Wildly Exciting, 2010. WEATHER. N O P Q R S T U V W X Y Z. A B C D E F G
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The ABC’s and 3 R’s of Informative Assessment Jacque Melin – GVSU www.formativedifferentiated.com
N O P Q R S T U V W X Y Z A B C D E F G H I J K L M From Fogarty & Pete – Wildly Exciting, 2010
WEATHER N O P Q R S T U V W X Y Z A B C D E F G H I J K L M
CLIMATE N O P Q R S T U V W X Y Z A B C D E F G H I J K L M
Just because we taught it, Doesn’t mean they caught it!!!
Just because we taught it, Doesn’t mean they caught it!!!
Anonymous Pre-Assessment • Number paper from 1-5 • Answer questions in the following way: • 5: I do this on an ongoing basis, or this happens all the time in my classroom • 4: I do this frequently, or this happens frequently in my classroom • 3: I do this sometimes, or this sometimes happens in my classroom • 2: I do this infrequently, or this happens infrequently in my classroom • 1: I don’t do this, or this doesn’t happen in my classroom
Question #1 • I understand the relationship between assessment and student motivation and use assessment to build student confidence rather than failure and defeat.
Question #2 • I articulate, in advance of teaching, the achievement targets my students are to hit.
Question #3 • My students describe what targets they are to hit and what comes next in their learning.
Question #4 • My students are actively, consistently, and effectively involved in assessment, including learning to manage their own learning through the skills of self-assessment.
Question #5 • My students actively, consistently, and effectively communicate with others about their achievement status and improvement.
Alphabet Graffiti Anticipatory Guides (pre- and formative)
Alphabet Graffiti Anticipatory Guides (pre- and formative)
Bump in the Road or Fogginess(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.
Chain Notes* • One overarching question presented to the class • Response written on strip of paper • Chain passed around class, students add their own link • Teacher reviews chain after class or with the class as a whole * Betsey Kennedy
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.
Entry Ticket Please fill out the entry ticket on your table as you come in. * Betsey Kennedy
Exit Card (formative) • Name • Question: Not at this time YES Rate yourself: 1 = high confidence 2 = medium confidence 3 = I’m not sure on this Would you help someone else learn this?
Four Corners(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.
Human Graph(pre-assessment or formative) • Demonstrated at the beginning of the presentation. • “Snowball” toss then human graph. x x x xxx x xxxx 1 2 3 4 5
Idea Spinner(formative) Predict Explain Evaluate Free Summarize • 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.”
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 “_climate__.” • 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. Definition Big Idea climate Atmospheric condition over a large area & over a long period of time. Climate is the average of the weather over many decades in a location. Picture/symbol Tropical Wet Climate Polar Climate Examples
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.
Most Valuable Point (MVP)* • Can be used as Ticket-Out-The-Door • Students list • 3 new ideas • 2 connections • 1 question • 1-sentence summary * Betsey Kennedy
3 Pointer • (3 New Things You Learned) • *_________________________________________________________________________________ • *_________________________________________________________________________________ • *_________________________________________________________________________________ • 2 Pointer • (2 Connections You Can Make) • *_________________________________________________________________________________ • *_________________________________________________________________________________ • Foul Shot • (What Question Do You Have?) • *_________________________________________________________________________________ * Betsey Kennedy
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 CircleOnion 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.
On A Roll* • Each table rolls a number cube • Students at the table answer the question that corresponds to the number rolled • Can be used for several days over the course of a topic of study
If you roll a: • Write a question someone should be able to answer after hearing this lesson. • Explain the most important idea in the lesson in a way a first-grader could understand. • Draw a picture that represents the main idea of the lesson. • Tell which part you found to be the most confusing. • If you were going to learn more about this topic, what would you choose to investigate. • Write a headline for a newspaper article about today’s lesson.
Quick Write/Quick Draw (pre-assessment or 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 From 25 Quick Formative Assessments for a Differentiated Classroom
Rock, Paper, Scissors(formative) • 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.
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 8 3 7 4 6 5 SPIN
1 2 8 3 7 4 6 5 SPIN
1 2 8 3 7 4 6 5 SPIN
1 2 8 3 7 4 6 5 SPIN
1 2 8 3 7 4 6 5 SPIN
1 2 8 3 7 4 6 5 SPIN