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What is it? Work collected over a long period of time, that shows a variety of student work.
-It can help teachers see the growth of their students
-It's a great resource to take to an IEP meeting

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What is it? In education it is when students evaluate their own work.
-Great assessment tool for students to see their glows and grows
-Functional life skill practice
-Takes the load off the teacher
- can be a written survey or a quick check in (ex. rate 1-5)

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- Entry Tickets are a technique that is sometimes referred to as Warm-Up, Do Now or Bell Ringer. - They get students working as soon as they enter the classroom which increases instruction time.
- Students are given Entry Tickets as they arrive at the door, follow the instructions, and complete the task immediately.
- Entry Tickets are an effective strategy for monitoring student learning and introducing or reviewing instruction.
Examples:
- short math worksheet to get the mind started
- quick word search
- writing trick words they struggle with from the word wall

- Exit Tickets are formative assessment tools that gives teachers a way to assess how well students understand the material they are learning in class.
- This tool can be used daily or weekly.
- A good exit ticket can determine if students have a superficial or in-depth understanding of the material.
- Teachers can use the data from these tickets for adapting instruction to meet students' needs the very next day.
Examples:
- a question asking what they learned that day
- a slip of paper that offers a place to write any questions that they had about the material covered that day.

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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I've attached a link to a video of a French teacher utilizing the inside-outside circle assessment in her classroom and explaining the benefits of this assessment type.

This assessment involves students forming an outer circle and an inner circle, with the students from each circle facing each other. Students match up with the person they are aligned with from the other circle and exchange some type of information. Students typically answer questions and engage in a discussion with their partners as well as talk a bit about themselves (building rapport). Students in one of the circles are then instructed to move one person over, which allows students to engage in discussions with multiple partners. The teacher monitors discussions. This assessment provides opportunities for students to talk with others in a low-pressure environment, allows for movement in the classroom, and helps to build a stronger classroom community.

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This discussion technique gives students the opportunity to respond to questions and/or discuss information with a variety of peers in a structured manner. Students form two concentric circles and exchange information with a partner until the teacher signals the outer circle to move in one direction, giving each student a new peer to talk to.

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https://socrative.com/
What is it:
App to promote student engagement and provides teacher with real-time quick assessments.
Can be used for:
- quizzes
- exit tickets
- questions (multiple choice, true/false, or short answer)
- surveys
- etc.
How to use it:
Teacher can post questions and engage students to respond either anonymously or with names attached. Responses can go straight to the teacher or be displayed for the class to view.

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What is it?
- An approach that asks students to make a decision about a problem or question
How to use it:
- Each of the four corners of the classroom is labelled with a different response (strongly agree, agree, disagree, strongly disagree). - Students move to the corner that best aligns with their thinking.
- Students share their ideas within their selected corner.
- The whole class discusses responses and opinions.

Great for:
- class discussion
- critical thinking
- collaboration
- anticipatory activities
- building community
- etc.

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- check their understanding of a new idea, concept or content piece, students write 3 summaries
- 1st summary =  10 to 15 words
- 2nd summary = 30 to 50 words
- 3rd summary = 75 to 100 words "By asking students to vary the lengths of their summaries, they’ll have to remember different details as they refine their understandings."
- finally,  see where knowledge gaps are

Can be used during reading, social studies, science, when reviewing different concepts

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Systematically evaluating students oral reading by identifying decoding errors
-Can be a short weekly(or another time period) reading check in and serve as a progress monitoring tool

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- teacher poses a question with an objective answer that’s explainable in a few sentences
- students each get plain paper, answer without names
- students "Hand in" paper, teacher "passes out" papers randomly to other students
- Explain what the correct answer is, so that they can grade the paper they’ve received.
- students will improve their understanding of the topic

Can be used when solving math problems or when writing essays or small paragraphs

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Checks understanding of learned ideas, concepts, or terms based on content specific questions. Students work in pairs that can either be self-selected or teacher selected. It assesses understanding and comprehension of learned materials against an answer key. Gaps in learning and knowledge can be clearly seen through this practice.

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To see if your student needs help you have an image of stop lights.
- Red means HELP!
- Yellow means I might need HELP
- Green means I'm okay and I will turn my HELP to the other side.

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In two Roses and a Thorn the student can report two positives about a subject, themselves, a lesson etc. and one difficult part of those things.

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https://www.youtube.com/watch?time_continue=17&v=ClSrUg7XGRY&feature=emb_logo

Roll the Dice

Put a 6-sided dice at each desk. At the end of class, each student rolls and briefly answers aloud a question based on the number rolled:

1. I want to remember …

2. Something I learned today

3. One word to sum up what I learned

4. Something I already knew

5. I’m still confused about …

6. An “aha” moment that I had today

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Kids in groups each have a different color marker/pen; as a way to track understanding of material after it has been presented; teacher then has an idea as to levels of kids' understandings at individual levels and at the class level.

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Students physically demonstrate their understanding (variations in ways):
1. Generate a "target" in the room - they move close to middle if they feel mastery/outside if big questions still exist/etc. Have them explain.
2. Show by "five fingers" your own level of understanding (1 - low/5 - high). Have them explain.

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A type of summative assessment used to evaluate student learning, skill acquisition, and academic achievement at the conclusion of a defined instructional period—typically at the end of a project, unit, course, semester, program, or school year

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Have kids "spend" no more than $1.00 in a summary response of their learning - each word costs ten cents. Try to get them to be as concise as possible while still being accurate.

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Students write down what they understand/know about the topic on an index card

You can make comments on their card and hand back or discuss after.