The ABC’s and 3 R’s of Informative Assessment Jacque Melin – GVSU formativedifferentiated

1. The ABC’s and 3 R’s of Informative Assessment Jacque Melin – GVSU www.formativedifferentiated.com

2. 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

3. WEATHER 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

4. CLIMATE 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

5. Just because we taught it, Doesn’t mean they caught it!!!

6. Just because we taught it, Doesn’t mean they caught it!!!

7. Anonymous Pre-Assessment • Number paper from 1-5 • Answer questions in the following way: • 5: I do this on an ongoing basis, or this happens all the time in my classroom • 4: I do this frequently, or this happens frequently in my classroom • 3: I do this sometimes, or this sometimes happens in my classroom • 2: I do this infrequently, or this happens infrequently in my classroom • 1: I don’t do this, or this doesn’t happen in my classroom

8. Question #1 • I understand the relationship between assessment and student motivation and use assessment to build student confidence rather than failure and defeat.

9. Question #2 • I articulate, in advance of teaching, the achievement targets my students are to hit.

10. Question #3 • My students describe what targets they are to hit and what comes next in their learning.

11. Question #4 • My students are actively, consistently, and effectively involved in assessment, including learning to manage their own learning through the skills of self-assessment.

12. Question #5 • My students actively, consistently, and effectively communicate with others about their achievement status and improvement.

13. ROUTINE ASSESSMENTS

14. Alphabet Graffiti Anticipatory Guides (pre- and formative)

15. Alphabet Graffiti Anticipatory Guides (pre- and formative)

16. Bump in the Road or Fogginess(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.

17. 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.

18. 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.

19. Chain Notes* • One overarching question presented to the class • Response written on strip of paper • Chain passed around class, students add their own link • Teacher reviews chain after class or with the class as a whole * Betsey Kennedy

20. 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.

21. 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.

22. Entry Ticket Please fill out the entry ticket on your table as you come in. * Betsey Kennedy

23. Exit Card (formative) • Name • Question: 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?

24. 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.

25. Graphic Organizers or Learning Logs(pre- or formative)

26. Math Graph Organizers or Learning Logs

27. Pre-Assessing Using Graphic Organizers

28. Human Graph(pre-assessment or formative) • Demonstrated at the beginning of the presentation. • “Snowball” toss then human graph. x x x xxx x xxxx 1 2 3 4 5

29. 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.”

30. 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…

31. Key Concepts(formative) • Explain the key concept “_climate__.” • 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 climate Atmospheric condition over a large area & over a long period of time. Climate is the average of the weather over many decades in a location. Picture/symbol Tropical Wet Climate Polar Climate Examples

32. 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.

33. Magnets(formative)

34. Instead of Magnets, Use Post-its

35. Most Valuable Point (MVP)* • Can be used as Ticket-Out-The-Door • Students list • 3 new ideas • 2 connections • 1 question • 1-sentence summary * Betsey Kennedy

36. 3 Pointer • (3 New Things You Learned) • *_________________________________________________________________________________ • *_________________________________________________________________________________ • *_________________________________________________________________________________ • 2 Pointer • (2 Connections You Can Make) • *_________________________________________________________________________________ • *_________________________________________________________________________________ • Foul Shot • (What Question Do You Have?) • *_________________________________________________________________________________ * Betsey Kennedy

37. 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.

38. Outside/Inside CircleOnion 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.

39. 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

40. 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 today’s lesson.

41. Public Service Announcement(formative)

42. Quick Write/Quick Draw (pre-assessment or formative) 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/attributesSetting/conflict/problems & solutionsBeginning, middle, endSymbols/themes From 25 Quick Formative Assessments for a Differentiated Classroom

43. 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.

44. 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.

45. 1 2 8 3 7 4 6 5 SPIN

46. 1 2 8 3 7 4 6 5 SPIN

47. 1 2 8 3 7 4 6 5 SPIN

48. 1 2 8 3 7 4 6 5 SPIN

49. 1 2 8 3 7 4 6 5 SPIN

50. 1 2 8 3 7 4 6 5 SPIN