Informative Assessment

1. Informative Assessment Jacque Melin - GVSU

2. OBTRUSIVE Assessment – instruction/learning STOPS while students ‘take the assessment”; • UNOBTRUSIVE Assessment – instruction/learning continues as the teacher observes students performing a task; and • STUDENT-GENERATED Assessment – students generate ideas about the manner in which they demonstrate understanding. Types of Classroom Assessments

3. Matter! SAMPLE Pre-assessment that includes differentiation

5. Routine Assessments Use Everyday, All Day Unobtrusive

6. Think-Pair-Share

7. Alphabet Graffiti 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

8. 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. Card Trick

9. 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. Dry-Erase Back to Back Boards

10. 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. Outside/Inside CircleOnion Circle

11. 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 On A Roll*

12. 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. If you roll a:

13. 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. Spinner

14. 1 2 8 3 7 4 6 5 SPIN

15. 1 2 8 3 7 4 6 5 SPIN

16. 1 2 8 3 7 4 6 5 SPIN

17. 1 2 8 3 7 4 6 5 SPIN

18. 1 2 8 3 7 4 6 5 SPIN

19. 1 2 8 3 7 4 6 5 SPIN

20. 1 2 8 3 7 4 6 5 SPIN

21. 1 2 8 3 7 4 6 5 SPIN

22. Exit Cards

23. 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. Entrance or Exit Cards

24. Name Answer: Exit Card 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?

25. 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. Bump in the Road or Fogginess

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

27. Students list 3 new ideas 2 connections 1 question 1-sentence summary Most Valuable Points (MVP)* * Betsey Kennedy

28. 3 Pointer • (3 New Things You Learned) • *_________________________________________________________________________________ • *_________________________________________________________________________________ • *_________________________________________________________________________________ • 2 Pointer • (2 Connections You Can Make) • *_________________________________________________________________________________ • *_________________________________________________________________________________ • Foul Shot • (What Question Do You Have?) • *_________________________________________________________________________________ * Betsey Kennedy

29. Quick Write/Quick Draw 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

30. Teacher selects an important topic Students list 4 unusual items (unrelated to topic) Students create a relationship between the topic and each of the 4 items Synectics* * Betsey Kennedy

32. a school because a car because A cell is like… a television because a book because * Betsey Kennedy

33. Twitter Posts* • Can be used as a Ticket-Out-the-Door • Students summarize what they learned using no more than 140 characters FORMATIVE ASSESSMENT HELPS TEACHERS KNOW A STUDENT’S STRENGTHS AND WEAKNESSES SO THAT THEY CAN MAKE DECISIONS ABOUT APPROPRIATE INSTRUCTION. * Betsey Kennedy

34. http://www.wallwisher.com/ Websites – Wallwisher

35. Signaling

36. Magnets Magnets(formative)

37. Instead of Magnets, Use Post-its

39. m.Socrative.com

40. Spotlight Moment As a team of educators: Discuss with your peers the unobtrusive strategies that you recommend for implementation in your unit.

41. Stage 2 Template – Determine Acceptable Evidence Obtrusive

42. Have students indicate if they are sure or unsure for each question Note that capital letters should be used for the distracters.

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

44. Have students indicate if they are sure or unsure for each question Note that capital letters should be used for the distracters.

45. Include a Student Analysis Piece