Formative Assessment

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Formative Assessment

• Kristina J. Doubet, UVA
• Adapted by Joyce Stone

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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
•  

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Pre-Assessment

• Administer during previous class period for most
  comprehensive information.
• Keep the diagnostic in nature in mind.
• Include some tricky questions to see whos
  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

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Ongoing Formative Assessments

• Why must I discover where students are in
  relationship to my curriculum and learning goals.

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Easy Strategy for Assessing Student
Understanding
EXIT CARDS
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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.

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Exit Cards Science

• Name
• Draw the earths 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?

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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?

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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?

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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

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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?

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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..

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Another Alternative.
ENTRY CARDS
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Explain a Key Idea/Concept

• ENTRY CARD
• Name ____________ Period_____
• What is a .
• Give at least two examples of .
• Explain why we..

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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
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Social Studies Example
Political System Totalitarianism
DEFINE IT
IMPORTANCE
IDENTIFY EXAMPLES
LIST NON-EXAMPLES
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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
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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
Jefferson Something else JFK and Jefferson share that FDR and Bush dont
FDR
Kennedy Something JFK and Jefferson share that FDR and Bush dont
G.W. Bush Something unique to Bush
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Think-Pair-Share
?
pair
Art by Holly Hertberg

think
share
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Windshield Check

• CLEAR I get it!
• BUGS I get it for the most part, but I still
  have a few questions.
• MUD I still dont get it.

Alternative Method Thumbs-up/Wiggle palms/Thumbs
down
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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

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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

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