1. Formative ASSESSMENTS
The ABC’s of
Formative ASSESSMENTS

2. Alphabet Graffiti Anticipatory Guides (pre- and formative)
Agree
Disagree
Fungi must form spores to reproduce.
Support it:
All mushrooms are safe for us to eat.
Yeast is a form of fungus.
Penicillin is made from a fungus.

3. Bump in the Road or Muddiest Point (formative)
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.

4. Crumpled Question Toss (formative)
Each student writes a question about something discussed during the unit (or questions are pre-written)
Crumple paper and gently toss to another.
Open crumpled paper and answer the question.
Re-crumple and toss.
Add any needed additional information.
Re-crumple and toss a third time.
Final student makes changes/additions, the presents the question/answers with class.

5. Card Trick (formative)
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.

6. Dry-Erase Back to Back Boards (formative)
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.

7. Entrance or Exit Cards (pre- or formative)
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.

10. 3-2-1
Exit Card

11. Exit Card Name Question: (formative) 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?

12. Four Corners (formative)
Teacher posts questions, concepts, or vocabulary words in each of the corners of the room.
Each student is assigned a corner. Once in the corner, the students discuss the focus of the lesson in relation to the question, concept, or words.
Students may report out or move to another corner and repeat.
After students have moved, as a writing assignment they should be encouraged to reflect on changes in opinion or what they have learned.

13. Graphic Organizers or Learning Logs (pre- or formative)
What I knew already…
New Vocabulary
Important to remember
Chart/Picture it
This reminded me of…
Not so sure about this…

14. Math Graph Organizers or Learning Logs
What I knew already…
New concept or idea
Important to remember
Chart/Picture it or give an example…
How this relates to a past concept/idea…
Not so sure about this…

15. Pre-Assessing Using Graphic Organizers
Define it…
Give an example…
Give a non-example…
Ask a question about it…

16. Early Elementary Graphic Organizer or Log WINTER
Define it…
Give an example…
Give a non-example…
Ask a question about it…
What are the WINTER MONTHS?
Coldest Season
Snow
Colored Leaves

17. Human Graph (pre-assessment or formative)
Demonstrated at the beginning of the presentation.
“Snowball” toss then human graph.
x x
x x x x
x x x x x

18. Idea Spinner (formative)
Predict
Explain
Evaluate
Free
Summarize
The teacher creates a spinner marked into 4 or 5 quadrants and labeled “Predict, Explain, Summarize, Evaluate” and “Free.”
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.”

19. Journal Entry (formative)
Writing done to encourage reflection or exploration of ideas or interest.
Questions for reflection are often given by the teacher.
What did you think of the class? Why?
What did you learn today? What did you do in school today?
What happened in school today that made you feel proud?
How do you want to be evaluated?
One thing that the teacher could do to help me understand things better is…
One thing that I do that helps me learn the best is…

20. Key Concepts (formative)
Explain the key concept “_revolution__.”
Give a definition (in your own words), draw a symbol/picture to represent it, give an example of the concept, and a big idea to go with it.
Definition
Big Idea
revolution
Overthrow of one government for another government or sudden change (e.g., in ideas, technology)
Revolutions sometimes occur when peoples’ rights are taken away or they have bad times economically.
We are going to overthrow the
government because you people
are really mean!
Picture/symbol
American Revolution, French Revolution, Russian Revolution
Industrial Revolution
Examples

21. Key Concepts (formative)
Explain the key concept “_the 5 senses_.”
Give a definition (in your own words), draw a symbol/picture to represent it, give an example of the concept, and a big idea to go with it.
Definition
Eyes, Hands, Ears, Mouth, Nose
5 Senses
Big Idea
We learn about our world through our 5 senses.
Picture/symbol
Examples
Seeing, Touching, Hearing, Tasting, Smelling

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

23. Magnets (formative)

24. Instead of Magnets, Use Post-its
No clue
I’ve heard of this.
I know a lot about this.
I’m an expert on this.

25. Note-Taking Specialist (formative)
Switch notes with your partner.
Look at your partner’s notes and enhance his/her notes by underlining key terms/ideas, drawing symbols for key ideas, adding in any important notes that are missing, asking questions about key ideas.

26. Outside/Inside Circle (formative)
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.

27. P-M-I (formative) P-M-I P (Plus/Positives about the topic)
M (Minus/Negatives about the topic)
I (Intriguing/Interesting about the topic)
S (Suggestions for further study on the topic)

28. Quick Write/Quick Draw (pre-assessment or formative)
Science
Sequence/steps/cycles/processes Scientific principles Content-area vocabulary
Math
Steps in a process
Social Studies
Important events/turning points/conflicts Elements of civilization Highlights of an era Content-area vocabulary
ELA
Character/key figures/attributes Setting/conflict/problems & solutions Beginning, middle, end Symbols/themes
From 25 Quick Formative Assessments for a Differentiated Classroom

29. Rock, Paper, Scissors (formative)
Listen to the question or the problem the teacher asks and discuss it with your partner.
Do “Rock, Paper, Scissors” with your partner.
The winner stands and the teacher will choose one or more of the winners to answer the question. Repeat several times.

30. Spinner – Used with Think/Pair/Share (formative)
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.

31. 1 2 8 3 7 4 6 5
SPIN

32. 1 2 8 3 7 4 6 5
SPIN

33. 1 2 8 3 7 4 6 5
SPIN

34. 1 2 8 3 7 4 6 5
SPIN

35. 1 2 8 3 7 4 6 5
SPIN

36. 1 2 8 3 7 4 6 5
SPIN

37. 1 2 8 3 7 4 6 5
SPIN

38. 1 2 8 3 7 4 6 5
SPIN

39. Tear and Share Activity (formative)1 1 1 1 2 3 4
From Fogarty & Pete – Wildly Exciting, 2010

40. Understanding Check with Signaling (pre-assessment or formative)
4 Fingers – Very Well
3 Fingers – Well
2 Fingers – Somewhat Well
1 Fingers – Not Very Well
Fist – Not At All

41. Informal Formative Assessment: Red, Yellow, Green
RED: Show red if you…
feel I have not explained this clearly;
still have many questions;
can’t work without assistance; or
do not understand what you are supposed to do.
YELLOW: Show yellow if you…
have a question;
need more information; or
need more time to think.
GREEN: Show green if you…
really understand;
can explain what you know to the class; or
are okay if I call on you.

43. Venn or H-Diagram (formative)

44. Whiteboard or Chart Paper Champs (formative)
The class is divided into 5-6 teams.
The whiteboard/chart paper is divided into a large space for each team.
Each person needs a writing utensil.
When the teacher says “Go,” all team members rush to their area and write or draw (symbols/pictures) to represent key ideas in the current topic of study. (It will be crowded!)
At the end of 3 minutes, each team must present 2-3 ideas from their whiteboard or chart paper creation.

45. Website (pre-assessment or formative)

46. X Marks the Spot (pre-assessment and formative)
Have students track their progress on the targets. X X

47. Yes/No Cards (pre-assessment or formative)
Students make a large index card with Yes (or "Got It") on one side, No ("No clue") on the other side.
Teachers ask an introductory or review question.
Students who know the answer hold up the Yes card, if they might have the answer they hold the No card.
Then do a quick Think/Pair/Share.
This short assessment can give a quick look at what the group is ready for/understands/'gets'.
Example: Use when introducing vocabulary words that students need as a knowledge base for a specific unit of study.

48. ZAP Game (Like Password) (formative for a vocabulary check)
Identify Partner A and B
(A) looks at the screen – (B) does not look at the screen.
The partner looking at the screen gives clues to the partner not looking at the screen.
As soon as someone “gets” the word, the team raises their hands.
Other teams quietly say “ZAP.”
Do 6 words, then switch partners.

49. A Vocabulary Review Activity
ZAP
(Like Password)
A Vocabulary Review Activity

50. Headings and subheadings
The
is…
Headings and subheadings

51. Bold, Colored, or Italicized Print
The
is…
Bold, Colored, or Italicized Print

52. Fact Boxes and Sidebars
The
is…
Fact Boxes and Sidebars

53. Visual representations of information
The
is…
Visual representations of information

54. The
is…
Captions

55. The
is…
Table of contents

56. The
is…
index

57. The
is…
glossary

58. The
is…
preface

59. The
is…
Pronunciation guide

60. The
is…
appendix

61. You have 2 minutes and 15 seconds.
Talk to this person about which of these ideas would work in your classroom.
Stand up and make eye-contact with someone who is wearing a similar color to yours. Discuss the above.
You have 2 minutes and 15 seconds.
Put an “X” by at least 2 you will commit to using. 61 61

62. REFLECTIVE ASSESSMENTS

63. Reflective Assessments
Emphasize Metacognitive Thinking and Goal Setting
Examples:
Whiteboard or Chart board Champs
One Minute Write

64. RIGOROUS ASSESSMENTS

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

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

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

69. I can describe characteristics of the sun
Learning Target
Question
Number
Total Correct
Total
Incorrect
Total Sure
Total Unsure
I can describe characteristics of the sun
2, 4, 8, 11
I can describe characteristics of the moon
3, 7, 9, 10, 12,
13, 19
I can describe characteristics of Earth
1, 5, 6, 14, 16, 17
I can explain the distance between the sun, Earth, and moon
15, 18, 20

73. GRADING PRACTICES

74. From 15 Fixes for Broken Grades Ken O’Connor

75. Use quality instruments
Grading Guideline
Grading Guidelines
Achievement only
Individual
Summative Only
More recent
Based on standards
Use quality instruments