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Can be used for diagnostic/formative feedback

It allows students to express and communicate their personal thoughts and ideas

Examples:

Three do's and Three don'ts

Two stars and a wish

Three things I learned and Two things that surprised me

They can be used a bellwork in order to gauge understanding/as a recap or an exit ticket/ cognitive closure where students give meaning to what they just learned.

I would use the three do's and three don't after a lesson where students would write down things they noticed in all the examples explored as a way of generalizing process/ recognizing patterns and the three don'ts as a way of acknowledging common mistakes and addressing them. I like these because it gets students in the habit of thinking about the concepts and reflecting.

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It evaluates conceptual understanding

Can be used before as a diagnostic tool, during, as a formative assessment, and after as a summative assessment

Includes a personal exploration aspect that allows students to take their own line of inquiry

This assessment type includes five criterias: communication, mathematical presentation, personal engagement, reflection and use of math.

An example of how I would use it in the classroom would be for example, in a geometry unit where students are working with triangles. I would ask them to write everything they know about right-angled triangles such as always having an angle of 90 degrees, the area being 1/2b*h, the pythagorean theorem can be used to express the sides of the triangle etc. I would then be able to assess how much they understand and compare this to the end of unit to show growth.

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The core skills are:

Communication

Social

Self-Management

Research

Thinking

The approaches to teaching:

Use of inquiry

Emphasis on conceptual understanding

Developed in local and global contexts

A focus on collaboration

Allows for differentiation

Informed by summative and formative assessments

These core skills can be developed by providing students with learning experiences that task them to work on these skills.

For example, in order to develop communication skills, students need to get into the habit of communicating their thoughts, findings, and conceptual understanding which can be accomplished through guiding questions or visual thinking routines.

In order to develop social skills, collaboration can be useful where students have to work together in some degree whether that be communicating their thoughts together, doing a think, pair, share, evaluating each other's work, or critiquing reasoning.

In regards to self-management, a self assessment worksheet can be completed which holds the student accountable. A good way of introducing it can be through modeling reflection and then asking students to attempt themselves.

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Frayer Model

What is the definition of...?

List the characteristics of ...

What are some examples of...?

What are some non-examples of...?

This model promotes higher level of thinking in that deep understanding is required to answer these questions

It can be used with concepts in the middle or as a way of identifying concepts

Structured Discovery Activity

These are useful for inquiry-based activities where students fill out a graphic organizer in order to make observations so that they can come to a generalization

Classification Diagrams

Ideas and concepts are arranged by shared qualities and characteristics (a topic like quadrilaterals)

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They are versatile assemement feedback options in that hey can be diganostic or formative

They allow students to experess and communicate their own personal thoughts and ideas while providing teachers insight of student thinking

They provide students reflective practice and can help studnets idenify mistakes,  guage prior knowledge, and overall summarize learning

Examples:

Think, Pair, Share

Connect, Extend, Challenge

Headlines

Generate, Sort, Connect, and Elaborate

I used to think... Now I think...

They can also provide cognitive closure as a way of wrapping up a a lesson with an opportunity to ask questions and clarify misunderstanding.

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It assesses both process and product by constructing various products with an audience in mind

It also assesses what students understanding, what they know, and what they can do (generalizations, factual knowledge, and skills)

They can be created using the RAFTS framework aka Role, Audience, Format, Topic and Strong (verbs)

I would use this as a sort of real life application/activity where students apply what they know. For example:

Role: You care in charge of purchasing ingredients for cooking tamales

Audience: Your family/parents

Format: A flyer/poster comparing the unit prices

Topic: Ratios/Proportions

S: Compute/Identify, Recognize, Represent