Formative Assessment Strategies to Support Student Success

Formative Assessment is a constantly occurring process, a verb, a series of events in action, not a single tool or a static noun. — from Formative Assessment That Truly Informs Instruction (NCTE, 2013)

Assessment is an integral part of instruction determining whether or not the goals of education are being met. It is used to measure the current knowledge that a student has. It is through assessment that teachers are continually asking: “Am I teaching what I think I’m teaching?” and “Are students learning what they are suppose to be learning?” Teachers are engaged in assessment every minute that they are in the classroom. As teachers we are always observing, noting, and evaluating. Here are some ideas to add variety to assessment strategies to promote student success.

Here are eight formative assessment strategies to try out with your students:

1. Whip Around: Teacher poses a question, students write response, students read written responses rapidly, in specified order. This develops closure, clarification, and summary.

2. Status Checks: This can be a thumbs up/thumbs down, students can use colored cards (red, green, yellow) to show their understanding.

3. Quartet Quiz: Teacher poses question, students write a response, students meet in quads and check answers, the summarizer reports, “We know . . .” The teacher can record responses on the board. This allows for closure and clarification.

4. Jigsaw Check: Teacher assigns students to groups of 5-6. The teacher gives each student a question card, posing a key understanding question, students read their question to the group. The scorecard keeper records the number of students for each question who are: really sure, pretty sure, foggy, and clueless. The students then scramble to groups with the same questions they have to prepare a solid answer. Students then report back to their original groups to share answers and re-do scoreboard.

5. Squaring Off: Teacher places a card in each corner of the room with one of the following words or phrases that are effective ways to group according to learner knowledge: Rarely ever, Sometimes, Often, I have it! or Dirt Road, Paved Road, Highway, Yellow Brick Road. Tell the student to go to the corner of the room that matches their place in the learning journey. Participants go to the corner that most closely matches their own learning status and discuss what they know about the topic and why they chose to go there.

6. Yes/No Cards: Using a 4X6 index card the student writes YES on one side and NO on the other. When a question is asked by the teacher, the students holds  up YES or NO. This can be used with vocabulary words, true/false questions, or conceptual ideas.

7. Thumb It: Have students respond with the position of their thumb to get an assessment of what their current understanding of a topic being studied. Where I am now in my understanding of ______________? Thumb Up = full speed ahead (I get it), Thumb Sideways = Slow down, I’m getting confused, Thumb Down = Stop! I’m lost.

8. Journal Prompts for Ongoing Assessment: Choice A – Write a step by step set of directions, including diagrams and computations, to show someone who has been absent how to do the kind of problem we’ve worked with this week. OR Choice B – Write a set of directions for someone who is going to solve a problem in their life by using the kind of math problem we’ve studied this week. Explain the problem first. Be sure the directions address their problem, not just the computations.


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