Formative Assessment Strategies Before Instruction: To During Instruction: To gauge After Instruction: To account for determine what students know learning and guide instruction what students learned and make and need to know responsive decisions Pre-tests—essay, short Graphic Organizers/Empty Minute paper/main idea answer, multiple choice, etc. Outline Exit card/3-2-1 Summary ABC Preview/Review Write/Think-Pair-Share and Sentence Synthesis Quick-writes, pair share Quick-writes Questions and Answer Mix-up Open-ended questions Two or three column Game show quizzes/review Graffiti wall, Carousel notes/reflect/question games Brainstorming, Talks Sentence Synthesis ABC Preview/Review Diagrams and images Interactive Lectures Reflections Jot Thoughts Thumbs up/down, etc. Demonstrations of learning: Graphic organizers and Technology: White boards, create a product, teach concept maps: K-W-L, Venn clickers, cell phone polls, etc. another, write with a purpose diagrams, etc. Key Points, Give-back Answer the objective or Anticipation/reaction guides Vocabulary sorts/From New essential question Share learning objectives, to Known Students reflect on goals targets and exemplars in Students reflect on goals already set, note progress and advance—have students set already set, note progress, growth/metacognition goals or make predictions predict, etc. Finally, once formative data has been collected, it is important for teachers to understand HOW to respond to their students’ need. The following formative assessment targeted response matrix shows the options available. Who How What Individual Pacing (faster/slower) Content (more/less) Scaffolding (more/less) Increase/decrease amount of Group teaching time Differentiation Level of instruction Class Individual support/additional (acquisition/application) practice Intensity of instruction (time on Resources task; whole/small group vs individual; more/less interaction Technology with students
Formative Assessment Strategies Before Instruction: To determine what students know and need to know During Instruction: To gauge learning and guide instruction After Instruction: To account for what students learned and make responsive decisions Pre-tests—essay, short answer, multiple choice, etc. ABC Preview/Review Quick-writes, pair share Open-ended questions Graffiti wall, Carousel Brainstorming, Talks Diagrams and images Jot Thoughts Graphic organizers and concept maps: K-W-L, Venn diagrams, etc. Anticipation/reaction guides Share learning objectives, targets and exemplars in advance—have students set goals or make predictions Graphic Organizers/Empty Outline Write/Think-Pair-Share and Quick-writes Two or three column notes/reflect/question Sentence Synthesis Interactive Lectures Thumbs up/down, etc. Technology: White boards, clickers, cell phone polls, etc. Key Points, Give-back Vocabulary sorts/From New to Known Students reflect on goals already set, note progress, predict, etc. Minute paper/main idea Exit card/3-2-1 Summary Sentence Synthesis Questions and Answer Mix-up Game show quizzes/review games ABC Preview/Review Reflections Demonstrations of learning: create a product, teach another, write with a purpose Answer the objective or essential question Students reflect on goals already set, note progress and growth/metacognition Finally, once formative data has been collected, it is important for teachers to understand HOW to respond to their students’ need. The following formative assessment targeted response matrix shows the options available. Who How What Individual Group Class Pacing (faster/slower) Scaffolding (more/less) Differentiation Individual support/additional practice Resources Technology Content (more/less) Increase/decrease amount of teaching time Level of instruction (acquisition/application) Intensity of instruction (time on task; whole/small group vs individual; more/less interaction with students
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