1. Kristina J. Doubet, UVA Adapted by Joyce Stone
Formative Assessment
Kristina J. Doubet, UVA
Adapted by Joyce Stone

2. Formative assessment is also referred to as on-going assessment
Formative assessment is also referred to as on-going assessment. As you explore formative assessment, try this….
Table Talk Activity
Work Alone / Work Together
  Alone:
Think back over your previous learning experiences, in or outside of
school. Identify the best feedback system you ever encountered. What
were the characteristics of the feedback that made it so effective?
Together:
Share with your tablemates your previous learning experience that
incorporated the best feedback system you ever encountered. As a
table, create a list of generalizations that finish the prompt, “The best
feedback systems…”

3. Pre-Assessment
Administer during previous class period for most comprehensive information.
Keep the diagnostic in nature in mind.
Include some “tricky” questions to see who’s really got it.
Results: Group students by readiness as indicated above.
Group A – Firm grasp of definitions and use/application
Group B – Firm grasp of definitions but struggled with application
Group C – Struggled with both definitions and application

4. Ongoing Formative Assessments
Why must I discover where students are in relationship to my curriculum and learning goals.

5. Easy Strategy for Assessing Student Understanding…
EXIT CARDS

6. EXIT CARDS
Exit Cards are used to gather information on student readiness levels, interests, and/or learning profiles.
The teacher hands out index cards to students at the end of an
instructional sequence or class period. The teacher asks the students to respond to a pre-determined prompt on their index cards and then turn them in as they leave the classroom or transition to another activity.
The teacher reviews the student responses and separates the
cards into groups depending on the anticipated need for
differentiation.

7. Exit Cards: Science Name: Draw the earth’s orbit around the sun.
Briefly explain what causes the seasons. Use illustrations, if necessary.
How have your opinions about this topic changed? What questions do you still have about”?

8. Exit Cards: Perspective
Name:
Define “perspective.”
Explain the varied “perspectives” in To Kill a Mockingbird.
Can you think of another context in which you have studied perspective?

9. Exit Cards: History Name:
Name 3 factors that contributed to the United States’ involvement in Vietnam.
Briefly explain what you believe to be the most significant of these factors and why?

10. Exit Cards: Algebra Name: Draw a graph & label the “x” and “y” axes
Graph a line with the endpoints (3,5) (7,2)
Graph a line with the endpoints (-3,-5) (7,2)
Provide two ways of writing the equation for a line

11. Exit Cards: Spanish Name: Write the endings for regular –er verbs:
List three regular –er verbs that you know of:
What questions about –er verbs do you still have?

12. 3-2-1 Cards 3 things I learned today about…..
Name:
3 things I learned today about…..
2 questions I still have/ am confused about…..
1 thing I would like to learn more about…..

13. Another Alternative….
ENTRY CARDS

14. Explain a Key Idea/Concept
ENTRY CARD
Name: ____________ Period:_____
What is a …………….
Give at least two examples of …………….
Explain why we…………..

15. You can change the category titles to suit your instructional needs.
Frayer Diagrams
You can change the category titles to suit your instructional needs.
TOPIC or CONCEPT
DEFINE IT
GIVE IMPORTANCE
LIST EXAMPLES
LIST NON-EXAMPLES

16. Social Studies Example
Political System: Totalitarianism
DEFINE IT
IMPORTANCE
IDENTIFY EXAMPLES
LIST NON-EXAMPLES

17. Character Traits in Literature
POWER
Where Do you have it?
Where do you lack it?
Characters in the book who had it:
Characters in the book who lacked it:

18. Matrix: Like and Unlike
In each square, list something that the leader in the two coordinate boxes share that the other two leaders do not. Where a person intersects with him/herself, you must list something unique to only him/her.
Jefferson
FDR
Kennedy
G.W. Bush
Something else JFK and Jefferson share that FDR and Bush don’t
Something JFK and Jefferson share that FDR and Bush don’t
Something unique to Bush

19. Think-Pair-Share ?
pair
Art by Holly Hertberg
think +
share

20. Windshield Check CLEAR – “I get it!”
BUGS – “I get it for the most part, but I still have a few questions.”
MUD – “I still don’t get it.”
Alternative Method:
Thumbs-up/Wiggle palms/Thumbs down

21. Graffiti Wall Similar to “Four Walls” (remember – “Mooove!”)
Students move in small groups to respond to different questions with new material.
Great way to pre-assess and end activities
Another Option – “Roundtable”
One pencil and piece of paper per small group
Group members write one idea and pass; no talking, but may pantomime

22. Help Cards/Stations
In one study, high school students attributed increased success to an atmosphere which encouraged students to ask for help, as well as opportunities to do so.
Help cards – hold up at designated times, or as needed
“Self-Help Groups” – Students self select to hear info another way or to work with a new application

23. Think Tank Which methods of formative assessment have you experienced?
Which would you like to try?
Think Tank