Assessment Techniques

1. Assessment Techniques

2. Think – Pair – Share In twos/threes have students think about the topic, performance or their response to an issue. Have them pair their responses with one another. Have them share what they know or can do with the group.

3. 3 – 2 – 1 3 Important things I know 2 Ideas that I can show some else 1 Topic I would like to explore more

4. Save the last word for me • As you listen and participate, answer the following: • Agree with? • Disagree with? • Confirmed for yourself? • Discovered new for yourself? • Wantto say something about? • This can be shared in large groups or as partners.

5. CPR • A positive assessment/instructional strategy that provides: • a specific Compliment for the participant, • specific Positive directions for what needs to be Practiced • patient Review once the instructor has observed the participant performance. • The Review should highlight the qualities that the teacher was looking for.

6. CPR • A positive assessment/instructional strategy that provides: • a specific Compliment for the participant, • specific Positive directions for what needs to be Practiced • patient Review once the instructor has observed the participant performance. • The Review should highlight the qualities that the teacher was looking for.

7. 10 to 2: Listen and Pause and Repeat • After direct instruction (effective lecture mode is limited to 10 minutes), the teacher allows for a two-minute PAUSE. • In pairs or trios, the instructor requests a TSN turning point replay from one of the groups. • The other groups fill in the gaps. • If all gaps are covered the remaining groups can ask a question for the teacher to push around.

8. Human Graph • Use masking tape to draw a line on the floor with evenly spaced incremental marks (or use webbing or rope with incremental knots) • Participants place themselves along the line : GOT IT! Getting it Almost got it Trying to get it Hoping to get it Wishing to get it

9. K – W - L • What does the participant know? • What do she/he still want to know? • What did she/he learn?

10. P(+) M(-) I(?) • What was positive about your skill performance / understanding of content? • What was a negative or drawback in accomplishing a skill set/understanding content? • What are you interested in pursuing within the skill set/understanding content?

11. Broken Quotes (version 1) • Give participants a slip of paper containing partial sentences based on content information from the course. • For example: “To meet the safety expectations for paddling a canoe every paddler must ….” • They fill in the rest with what they know.

12. Broken Quotes (version 2) • Give participants a slip of paper containing partial sentences based on content information from the course. • One participant will have half of the sentence and she/he must find the matching half within the group. • When they find their match, they read the sentence to the entire group.

13. 4 Corners • The teacher begins with a statement, an issue, or a question. • Participants move themselves to a corner that they feel best captures their understanding. • In their corners, they discuss their responses and report to the group. • You can modify this to have two, three, five, six, seven or more corners. • Divide very large groups for more effective discussion.

14. Connections • Participants use a ball of twine/yarn to make a connection to another participant they learned from. • S/he explains what was observed, how s/he feels it demonstrated the expectation, and how it helped to better perform the skill /understand the concept. • S/he throws the twine bag to that person and now it is his/her turn to make a connection. • Continue until all participants have made a connection. Participants must be aware up front that observing is an expectation for learning and reporting later on.

15. ExitSlip • Before a break or lunch or end of class give each participant an exit slip. • On one side, they record what they believe they have learned well. • On the other side, they record what they feel is unclear or still a struggle. NO NAMES

16. Stop! Start! Continue! • This assessment strategy allows students to have voice in the instructional flow. • On slips of paper, no names, they write • what you need to STOPdoing as a teacher • what you need to START doing to make the learning a better-quality experience for them • what you need to CONTINUEdoing—because it’s working! Courage and ego will allow us to grow as teachers!

17. Word Splash (version 1) • On chart paper, list all the words you will be using in the unit or course. • Have each student select a word s/he is familiar and explain it to the group. • On chart paper, have students list words they feel they understand very well or can perform very well. Word Splash (version 2)

18. Taking the Temperature • A quick and easy way to determine how participants are receiving the lesson. • Create an imaginary thermometer or draw it on the whiteboard. • HOT = feeling good about the topic. • WARM = fine, with a piece or two that are still challenging • COLD = frustration withthetopic.

19. Taking the Temperature • A quick and easy way to determine how participants are receiving the lesson. • Create an imaginary thermometer or draw it on the whiteboard. • HOT = feeling good about the topic. • WARM = fine, with a piece or two that are still challenging • COLD = frustration withthetopic.