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8 WORDS OR LESS

In 8 words or less, describe the most


important point in the lesson. If students
are struggling with 8 words, allow for 12.

ROLL THE DIE

1. I want to remember
2.
3.

Something you learned today


One word to sum up what you
learned
4. Celebrate something you already
knew.
5. Im still fuzzy about
6. Name an aha student connection

WHAT STUCK WITH


YOU TODAY?
At the end of a lesson, give every student
one sticky note. Have them jot down one
thing that stuck with them from the
lesson!

3-2-1
To assess what students took away from a
particular lesson, give them a 3-2-1 exit
slip. On the exit slip they are expected to
fill out three things learned, two things
that are still unclear, and one picture or
example of what they have learned.

CHALKBOARD
SPLASH
The teacher will ask or write one question
directed to the entire class. Students will
then have the opportunity to come to the
white board and write their answer. Every
student will have put an answer/comment
on the board. Then, the teacher is able to
see student thinking and also able to clear
up any confusion about the topic!

RATE YOURSELF
You can use this formative assessment as
an entrance ticket or an exit ticket! Have
students rate themselves on a piece of
paper. They can write down numbers 1-4
depending on how they are feeling about
the content. 1 meaning I cannot do this. I
need to review this lesson. 2 meaning I can
do this with help. There are still parts I do
not understand. 3 meaning I can do this
independently. I understand. Lastly, 4
meaning, I am an expert. I can teach it!

TRASHKETBALL
Divide the class into two teams. Each team
sends a representative to the front. The
representatives are then asked a review
question. If the question is answered
correctly, the representatives team earns
two points. Then the representative has a
chance to earn another two points for
his/her team by shooting a ball made of
trash into the class trash can from set
distance. Then, a new set of representatives
face off. Whichever team is in the lead
when the bell rings gets dismissed first!

REVIEWSICAL
CHAIRS
Just remove one chair and have students
walk around the room. When you say
stop! students must sit in one of the
remaining chairs. The last student standing
chooses another student to challenge for
his/her chair. You ask a review question
from your content. The first student to
answer correctly wins the chair, and you
can start another round.

QUICKWRITE
This is a brief timed writing activity that
allows students 2-3 minutes to reflect on
the lesson. This is a time to ask questions,
talk about something they learned, tell
about what they liked or didnt like about
the lesson, etc. Teachers should look at
these journal entries to analyze how
students are feeling about the lessons.

S-O-S SUMMARY
This can be done at any point during the
lesson. The teacher presents a statement
(S), asks students opinion (O), and asks
student to support (S) his or her opinion
with evidence.

S-O-S
Read the following statement: _________
What is your opinion?
Circle One:

I agree

I disagree

Support your opinion with evidence (facts, data,


reasons, examples, etc.)

KEEP THE QUESTION


GOING
The teacher asks one student a question
and then asks another student if that
answer seems reasonable or correct. Then,
he asks a third student for an explanation
of why there is an agreement or not. This
helps keep all the students engaged
because they must be prepared to either
agree or disagree with the answers given
and provide explanations.

IDEA SPINNER
The teacher creates a spinner marked into
4 quadrants and labeled Predict, Explain,
Summarize, Evaluate. 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.

CUBING
Display 6 questions from the lesson. Have
students in groups of 4. Each group has 1
die. Each student rolls the die and answers
the question with the corresponding
number. If a number is rolled more than
once the student may elaborate on the
previous response or roll again. Responses
may also be written.

I HAVE THE QUESTION,


WHO HAS THE ANSWER?
The teacher makes two sets of cards. One set
contains questions related to the unit of study.
The second set contains the answers to the
questions. Distribute the answer cards to the
students and either you or a student will read the
question cards to the class. All students check their
answer cards to see if they have the correct answer.

A variation is to make cards into a chain activity:


The student chosen to begin the chain will read
the given card aloud and then wait for the next
participant to read the only card that would
correctly follow the progression. Play continues
until all of the cards are read and the initial student
is ready to read his card for the second time.

ONION RING
Students form an inner and outer circle
facing a partner. The teacher asks questions
and the students are given time to respond
to their partner. Next, the inner circle
rotates one person to the left. The teacher
asks another question and the cycle repeats
itself.

NUMBERED HEADS
TOGETHER
Students sit in groups and each group
member is given a number. The teacher
poses a problem and all four students
discuss. The teacher calls a number and
that student is responsible for sharing for
the group.

ONE QUESTION AND


ONE COMMENT
Students are assigned a chapter or passage to read
and create one question and one comment
generated from the reading. In class, students will
meet in either small or whole class groups for
discussion. Each student shares at least one
comment or question. As the discussion moves
student by student around the room, the next
person can answer a previous question posed by
another student, respond to a comment, or share
their own comments and questions. As the
activity builds around the room, the conversation
becomes in-depth with opportunity for all
students to learn new perspectives on the text.

MISCONCEPTION
CHECK
Present the students with common or
predictable misconceptions about a
designated concept, principle, or process.
Ask them whether they agree or disagree
and explain why. The misconception check
can also be presented in the form of a
multiple-choice or true-false quiz.

WHITE BOARDS
Individual slates or whiteboards are a great
way to hold all students in the class
accountable for the work. They actively
involve students in the learning and are a
terrific tool for assessment and immediate
feedback. When students complete their
work and hold their whiteboard up, the
teacher can quickly determine who
understands and who needs help.

HAND IN, PASS OUT


Ask students questions, have them
respond on notebook paper anonymously.
Students then hand their papers in. Teacher
immediately, randomly gives them back to
students for grading. Students get practice
grading others work, but shouldn't know
who is who. Teacher then takes informal
poll about how many questions students
answered correctly.

RESOURCES
Pinterest
Scholastic.com
Nwea.org
Levy.k12.us
Professor Hiscock

FORMATIVE
ASSESSMENT
STRATEGIES

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