Jacque Melin - GVSU

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Informative Assessment

• Jacque Melin - GVSU

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Types of Classroom Assessments

• OBTRUSIVE Assessment instruction/learning STOPS
  while students take the assessment
• UNOBTRUSIVE Assessment instruction/learning
  continues as the teacher observes students
  performing a task and
• STUDENT-GENERATED Assessment students generate
  ideas about the manner in which they demonstrate
  understanding.

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Matter!
SAMPLE Pre-assessment that includes
differentiation
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Routine Assessments Use Everyday, All Day
Unobtrusive
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Think-Pair-Share
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Alphabet Graffiti
N O P Q R S T U V W X Y Z
A B C D E F G H I J K L M
From Fogarty Pete Wildly Exciting, 2010
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Card Trick

• 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.

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Dry-Erase Back to Back Boards

• 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.

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Outside/Inside CircleOnion Circle

• 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.

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On A Roll

• Each table rolls a number cube
• Students at the table answer the question that
  corresponds to the number rolled
• Can be used for several days over the course of a
  topic of study

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If you roll a

• Write a question someone should be able to answer
  after hearing this lesson.
• Explain the most important idea in the lesson in
  a way a first-grader could understand.
• Draw a picture that represents the main idea of
  the lesson.
• Tell which part you found to be the most
  confusing.
• If you were going to learn more about this topic,
  what would you choose to investigate.
• Write a headline for a newspaper article about
  todays lesson.

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Spinner

• 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.

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Exit Cards
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Entrance or Exit Cards

• 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.

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Exit Card

• Name
• Answer

Not at this time
YES
Rate yourself 1 high confidence 2 medium
confidence 3 Im not sure on this
Would you help someone else learn this?
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Bump in the Road or Fogginess

• 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.

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Letter to Principal/Parent

• Write a short letter to the principal/parent
  telling him or her all of the ideas you have
  learned about this week.

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Most Valuable Points (MVP)

• Students list
• 3 new ideas
• 2 connections
• 1 question
• 1-sentence summary

Betsey Kennedy
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3 Pointer (3 New Things You Learned) __________
__________________________________________________
_____________________ ___________________________
__________________________________________________
____ ____________________________________________
_____________________________________ 2 Pointer
(2 Connections You Can Make) __________________
__________________________________________________
_____________ ___________________________________
______________________________________________ F
oul Shot (What Question Do You
Have?) _________________________________________
________________________________________
Betsey Kennedy
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Quick Write/Quick Draw
Science Sequence/steps/cycles/processesScientific
principlesContent-area vocabulary Math Steps in
a process Social Studies Important
events/turning points/conflictsElements of
civilizationHighlights of an eraContent-area
vocabulary ELA Character/key figures/attributesSe
tting/conflict/problems solutionsBeginning,
middle, endSymbols/themes
From 25 Quick Formative Assessments for a
Differentiated Classroom
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Synectics

• Teacher selects an important topic
• Students list 4 unusual items (unrelated to
  topic)
• Students create a relationship between the topic
  and each of the 4 items

Betsey Kennedy
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a school because
a car because
A cell is like
a book because
a television because
Betsey Kennedy
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Twitter Posts

• Can be used as a Ticket-Out-the-Door
• Students summarize what they learned using no
  more than 140 characters

FORMATIVE ASSESSMENT HELPS TEACHERS KNOW A
STUDENTS STRENGTHS AND WEAKNESSES SO THAT THEY
CAN MAKE DECISIONS ABOUT APPROPRIATE INSTRUCTION.
Betsey Kennedy
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Websites Wallwisher

• http//www.wallwisher.com/

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Signaling
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Magnets(formative)

• Magnets

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Instead of Magnets, Use Post-its
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m.Socrative.com
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Spotlight Moment
As a team of educators Discuss with your peers
the unobtrusive strategies that you recommend for
implementation in your unit.
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Stage 2 Template Determine Acceptable Evidence
Obtrusive
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Have students indicate if they are sure or unsure
for each question
Note that capital letters should be used for the
distracters.
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Have students indicate if they are sure or unsure
for each question
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Have students indicate if they are sure or unsure
for each question
Note that capital letters should be used for the
distracters.
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Include a Student Analysis Piece
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Stage 2 Template Determine Acceptable Evidence
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Resources for PBL
Questgarden The Buck Institute
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Harold Melvin and the BLUENOTESWake Up
Everybody
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Wake up everybody no more sleeping in bed No more
backward thinking, time for thinking ahead The
world has changed so very much from what it used
to be Theres so much hatred, war and
poverty. Wake up all the teachers time to teach a
new way Maybe then theyll listen to what you
have to say. They're the ones who are coming up
and the world is in their hands. When you teach
the children, teach them the very
best you can. The world wont get no better,
if we just let it be. The world wont
get no better, we got to change
it..yah.. just YOU and ME.

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Thank you for all you do, for all the children!