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How To "Assess" Students During This Activity:

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Teachers can use this instruction technology tool to assess if the students understand the lesson, what students need extra support, or what question the majority of the class missed, to help inform what steps to take next before moving forward.

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Teachers can assess if they comprehend the lessons objective by their answers, if students display doesn't tie into the lesson, struggled creating, or one or a few member did most of the work, this tells the teacher they need support, or to go back and try a different teaching strategy.

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The teacher can look over their answers of both the student who wrote it, and the student's grading/ feedbacks, to tell where the students' level of comprehension and writing strategies are at.

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The teacher assesses their answers by looking at their answer boards and seeing what they got. If they have the right answers, the teacher can ether begin the next review question, or move on. If a good amount, or majority have the wrong answer, the teacher can then be informed that they need to go back and use a different approach to explain it.

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You can implement a "Formative Assessment" by listening into their answers or collecting their papers. This activity can help inform the teachers what they need to clarify (or review), which student(s) may need extra support, and if students are ready to move forward.

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"Thumbs Up, Thumbs Down, Thumbs Somewhere In The Middle!"

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"Thumbs Up, Thumbs Down, Thumbs Somewhere In The Middle!"

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Source: Dr. Page (we touched on that strategy in our discussion)

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Source: Dr. Cooper's class!

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This method can be used as a "Formative Assessment" by students using thumbs "up"', "down", or "in the "middle", to show the teacher if they got what was just explained, aren't confident but can try it, or needs reexplaining to.

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Students can use technology to log into their "Kahoot!" account and submit their answers, at the end of the day. Teachers will review their answers.

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This activity starts with students having their own whiteboards and markers with them, when they are on their carpet spots. Then, after being taught a strategy to getting to the answer, the teacher then ask students a question and asks then to write their answers on their boards. When students have their answers, she then asks them to show what they got.

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This activity is when students write their answers to ether a question or a writing topic, then turns in their papers. After students have finished writing, they will then redistribute those papers amongst each other so they can grade, and help support other student's answers.

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Source: Original (I love art, so my classroom will provide activities and lessons that gives the students opportunities to use (& sometimes present!) imagination & creativity when working on their assignments, or activities (either in a group or alone).

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Source: https://www.edutopia.org/groups/assessment/250941

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Source: From every class I observed thus far (even KSU "FE" classrooms used this activity)!

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This activity is made so students can use creativity to apply and create a display, using information they have learned. After a lesson, students can then collaborate in their groups to create a display (or artwork) of any kind, that will show something they learned from the lesson's objective. They will then present and explain their creations to the class.

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I made this activity to help motivate and entertain my future students. The activity can be a great review and assessment on if they are ready to move on or if a student needs extra support. First, start with a question or a topic they can write about, then ask them to write "Da Wae" to the right answer. After they've finished, pair students up so they can share what answers they came up with and "da wae" they got it.

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"Do You Know 'Da Wae' To the Right Answer?"

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"Do You Know 'Da Wae' To the Right Answer?"

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Source: Original ( I was inspired my "FE" student's favorite meme "Uganda Knuckles"!)

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During the students discussion, the teacher will implement the "formative assessment" by walking around the groups and listening to their answer to assess their "level of comprehension" or "area of needs". Teacher can also be paying attention to body language, if they have a lost look in their ways or isn't really participation in the discussion, teachers can take a mental note the student(s) may not be able to answer the question and needs support.

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How To "Assess" Students During This Activity:

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The teacher can assess their students understanding, comprehension, confusion, or areas of need (as a whole or as individuals) using this activity, by looking through their answers to see what they wrote, or teachers can observe student behaviors and body language to tell whether they are frustrated, or the student that excels within the subject but is now bored due to not feeling challenge enough, or held back.

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The "Formative Assessment" activity "Think- Pair- Share" gives the teachers opportunities to assess their student knowledge, understanding, struggles, or notify the next steps (or approaches/ strategies) teachers' should take to provide support to their students' learning processes. Some ways teachers can assess the students using "Think- Pair- Share" activity are by walking around and "eavesdropping" on each student "pairs" to determine whether they understand the objective/ information in the lesson(s), or the teacher could collect (or glance over their shoulders while they are writing their answer(s)) the students' answer paper and later use it to "skim" through, so they will have information to judge their student's (individual or as a whole) level of understanding/ comprehension. By having gained and received the awareness of students knowledge and comprehension, provided information from the activity, teachers can use that to plan out future lessons.

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The teacher will implement this activity by first, proving the students with ether a prompt or an (open- ended) question, then have students take a moment to think about their answer in their heads (give them about 15 seconds), and after they've come up with an answer, and everyone is on the same page, the teacher will then instruct them to "turn" and "talk" (state and explain their answer) to the person besides them. When the students are ether quiet, off topic, or showing signs of confusion, the teacher will then gather the students focus back to him/ her to go over their discussions.

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This activity is used as a "Formative Assessment" to gather information from the students, based on level of comprehension over the lesson's objective. After the instruction, teachers will ask students to write a quick paragraph summary of what they just learned and then they turn in those their papers to the teacher. The summary paragraphs will be assessed to see if students understand the objective, need extra support, or if the teacher didn't touch or explain something that is crucial, clearly or effectively

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Source: Dr. Page

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Source: Classroom Observations in the past.

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Teachers can use this "Formative Assessment" activity in their classroom by starting with these three prompts on display where students can clearly see:

"3 things you didn't know"

"2 things that surprised you about this topic/ lesson"

"1 thing you want to start doing with what you've learned"

The teacher will then instruct them to write using these prompts on ether paper or notecards, ether provided by the teacher or students already possess in their school supplies. When students have ether finished their writing, or time is up, the teacher will then collect their writing and use it to create a "formative assessment" on the classes understanding and comprehension on the topic(s)/ lesson(s).

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Source:
https://www.google.com/amp/s/globaldigitalcitizen.org/10-innovative-fomative-assessment-examples/amp

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When using this "Formative Assessment" activity in the classroom, the first step is provide the students with displayed question(s) for them to answer. The second step is that students will then answer the question(s) by write their answers(s) down on ether a notecard or lined paper. The third step in the activity is the teacher will "pair" the students up and then, the final step, each partners will then "share", by discussing what their answer(s) were and why.

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Source: https://www.google.com/amp/s/globaldigitalcitizen.org/10-innovative-fomative-assessment-examples/amp