Formative Assessment Kristina J. Doubet, UVA Adapted by Joyce Stone.
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Transcript of Formative Assessment Kristina J. Doubet, UVA Adapted by Joyce Stone.
Formative Assessment Kristina J. Doubet, UVA
Adapted by Joyce Stone
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…”
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
Ongoing Formative Assessments Why must I discover where students are in
relationship to my curriculum and learning goals.
EXIT CARDS
Easy Strategy for Assessing Student Understanding…
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 aninstructional 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.
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”?
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?
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?
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
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?
3-2-1 Cards
Name:
3 things I learned today about…..2 questions I still have/ am confused
about…..1 thing I would like to learn more
about…..
ENTRY CARDS
Another Alternative….
Explain a Key Idea/Concept
ENTRY CARD
Name: ____________ Period:_____
What is a …………….
Give at least two examples of …………….
Explain why we…………..
Frayer Diagrams
DEFINE IT
LIST EXAMPLES LIST NON-EXAMPLES
GIVE IMPORTANCE
TOPIC or CONCEPT
You can change the
category titles to suit your instructional
needs.
Social Studies Example
DEFINE IT
IDENTIFY EXAMPLES LIST NON-EXAMPLES
IMPORTANCE
Political System: Totalitarianism
Character Traits in Literature
Where Do you have it?
Characters in the book who had it:
Characters in the book who lacked it:
Where do you lack it?
POWER
Matrix: Like and Unlike
Jefferson FDR Kennedy G.W. Bush
Jefferson Something else JFK and Jefferson share that FDR and Bush
don’t
FDR
Kennedy Something JFK and Jefferson share that FDR and Bush don’t
G.W. Bush
Something unique to
Bush
In each square, list something that the leader in the two coordinate boxes 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 share that the other two leaders do not. Where a person intersects with
him/herself, you must list something unique to only him/her.him/herself, you must list something unique to only him/her.
Think-Pair-Share
Art by Holly
Hertberg
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
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
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
Think Tank
Which methods of formative assessment
have you experienced?
Which would you like to try?