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white box = assessment name

pink box = assessment type

purple box = how/why I would use this assessment

green box = strengths/limitations

blue box = citations

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formative assessment

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formative assessment

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formative assessment and
summative assessment

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formative assessment

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formative assessment

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formative assessment

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formative assessment

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formative assessment

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formative assessment

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formative assessment

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formative assessment

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formative assessment

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formative assessment

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formative assessment

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formative assessment and
summative assessment

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summative assessment

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formative assessment

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formative assessment

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formative assessment

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formative assessment

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summative assessment

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formative assessment

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formative assessment

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summative assessment

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summative assessment

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I would use this form of assessment in an ongoing way, perhaps even daily. At the end of a lesson, or the end of the day, I would give each student a sticky note and have them write down one thing they learned and one question they still have.

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Strengths: ongoing, convenient, not time consuming, open ended, easy to assess, can use with any lesson, any subject, any grade level

Limitations: some students may feel pressured, hard to provide a lot of individual feedback, just a brief snapshot of student understanding,  doesn't provide much insight

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https://www.youtube.com/watch?v=Kb6dlfCpVfY

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I would use this assessment during my guided reading groups in an ongoing way to assess reading comprehension. After reading a passage, I would provide each student with 3 sticky notes: one large with lines, one medium, and one small. On the large sticky note, students will write a paragraph summary of the passage. On the medium sticky note, students will write one sentence summarizing what the passage is about. On the small sticky note, students will write the main idea or theme. Students will stick the medium one on the large one, and the small one on the medium one and turn it in.

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Strengths: brief, not time consuming, individualized, students like writing on colorful sticky notes, ongoing, reading comprehension, summarizing skills

Limitations: requires a lot of sticky notes, students who write large might have a hard time with this

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I observed this in the field.

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I would use this assessment in an ongoing way to assess reading fluency, expression, words per minute, and accuracy. I would use this as a summative assessment to see how much my students have progressed by the end of the year.

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Strengths: assesses a lot of reading characteristics, can easily see progression over the year

Limitations: could create anxiety in student, time consuming, done individually, could cause students to have low self esteems

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https://www.youtube.com/watch?v=dQtLFZHWP88

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I would use this assessment as a quick and ongoing observational tool. After teaching something, I would ask students to put their thumbs up if they understand or agree, thumbs sideways (in the middle) if they're unsure, and thumbs down if they're confused or disagree.

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Strengths: observational tool, takes seconds, assesses understanding, can be used frequently

Limitations: students could be too embarrassed to show they are confused, does not assess in detail

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https://www.youtube.com/watch?v=ynP2QvTg7Zo

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I would use this assessment in an ongoing way. After completing an assignment, students will be given a rubric to use as they assess their peers' work.

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Strengths: ongoing, not content specific, students can get advice and ideas from peers, collaboration, constructive criticism

Limitations: students could be biased when assessing other students' work, they may not want to score their friends work accurately, they may give other students that they do not get along with bad scores

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https://www.youtube.com/watch?v=2hRu5i-gfXo

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I would use this assessment in an ongoing way as a review session. There will be four groups represented by four different laundry brands. One brand will be for students who are comfortable with the material, another for students who are somewhat comfortable, another for students who are somewhat uncomfortable, and another for students who are extremely uncomfortable with the material. Students will choose where they feel they belong. Each group will have activities to do based on their comfortability of the material ,which will aid in the learning process.

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Strengths: students play an active role, small groups, students can learn from one another, not content specific, self assessment, flexible

Limitations: students could place themselves in the wrong group, grouped on same level

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https://www.youtube.com/watch?v=M2x8imwhsM8

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I would give these assessments in an ongoing way. Students will have laminated cards of each color on a binder ring. As an observation tool, I would ask students to hold up the green card if they understand, the yellow card if they somewhat understand, and the red card if they do not understand.

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Strengths: brief observation tool, not content specific, self assessment

Limitations: could be viewed as a distraction, students could be self conscious, doesn't provide insight

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https://www.youtube.com/watch?v=a7iXhsp6wT8

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I would use this as an ongoing assessment. Students will be given a rubric or checklist to help them assess their own work.

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Strengths: assess self, guidelines and expectations are clear, revise their own work, not content specific

Limitations: students could misinterpret guidelines, students may not assess themselves accurately, students may be too hard on themselves

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https://www.youtube.com/watch?v=CkFWbC91PXQ

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I would use this as an ongoing assessment. During a history lesson, students will be assigned a relevant historical figure. Students will send postcards to other students (other historical figures). In their postcard, they'll include important information about the figure and time and place.

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Strengths: can be fun and creative, students write to other students, ELLs can easily draw pictures to express their thoughts

Limitations: some students may not enjoy the creativity

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I observed this in the field.

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These are ongoing tasks and activities that show what students are learning over time.

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Strengths: can be open ended, students can have options, not content specific, can be completed during center time, show what they know

Limitations: students could feel like it is busy work

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https://www.youtube.com/watch?v=MZjjl8GiXqU

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This is an ongoing assessment that helps prepare students for the summative assessments. These assessments help the teacher assess what needs to be reviewed prior to the summative assessment.

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Strengths: great preparation for standardized tests

Limitations: time consuming, students could get bored easily, could get discouraged, could be hard for younger students

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https://www.youtube.com/watch?v=Qu40uvGSKwE

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This is an ongoing assessment involving a graphic organizer. This will be used throughout the lesson. It asks students to identify what they already know about the topic, what they want to know, and in the end, what they've learned.

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Strengths: students understand the learning objective, self evaluation, analytical, individualized, taps into background knowledge, organizes thinking, can be kept for future reference

Limitations: student may not know anything about the topic

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https://www.youtube.com/watch?v=L8ZhucZczxE

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This can be used as an ongoing post lesson review assessment. At the end of a lesson, each student will be given an index card. On the index card, students will write 3 things they learned, 2 questions they still have, and 1 connection they have made to the lesson/activities.

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Strengths: brief, not time consuming, not content specific, students are encouraged to ask questions, self evaluating

Limitations: a lot of index cards

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https://www.youtube.com/watch?v=gCAUD8eNkzA

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This assessment will be used frequently throughout any lesson. The teacher will walk around and ask students individually higher-level-thinking questions as they are working.

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Strengths: higher-level-thinking questions, not formal, doesn't put pressure on students, individualized, ongoing, brief, communication between students and teacher

Limitations: teacher doesn't record information, teacher may not get to talk to each student

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https://www.youtube.com/watch?v=R913qPBNRMI

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This can be used as a formative assessment when students are asked to write a brief paper during a lesson. This can be used as a summative assessment if students are asked to write a paper for an end of the year project presentation

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Strengths: not always content specific, assess writing skills and comprehensions, includes a lot of insight

Limitations: may be difficult for ELLs

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https://www.youtube.com/watch?v=ka9ex0jaWTE

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I will use this assessment at the end of a unit. I might ask students to prepare a presentation about different things we have covered. Also, I might ask students to be the teacher, and teach the class a lesson based on what they have already learned about the topic.

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Strengths: students can be given options, open ended, assess what students have already learned throughout the year, students get to be the teacher, creativity can be encouraged

Limitations: students with speech impediments, ELLs, shy students, etc. might be self conscious

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https://www.youtube.com/watch?v=ufkDx6mzGPQ

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I would use this as an ongoing assessment in my guided reading groups. After reading a passage, students will be asked to create a visual/picture depicting the characters, setting, key events, etc. in the passage. This helps students connect their own picture to what they're reading.

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Strengths: great for ELLs because they can draw their thoughts, personalized, encourages creativity, assesses reading comprehension

Limitations: students may be discouraged by drawing

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I observed this in the field.

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This can be used as a pre/post lesson ongoing assessment. It can be brief and only include 5 questions. It helps teachers see what students already know about a topic or what they have learned.

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Strengths: possible answer choices can facilitate students' thinking, process of elimination, students apply what they know when analyzing answer choices, easy to grade, s

Limitations: students could just guess, doesn't give much insight

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https://www.youtube.com/watch?v=I0hBxgKjZi8

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This is a brief ongoing assessment that could include 2-3 free response questions. It is a formal way of assessing students' understanding after a lesson.

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Strengths: more insightful than multiple choice quizzes, free response, more detail to student thoughts

Limitations: difficult for students who struggle with writing skills, student could get off topic

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https://www.youtube.com/watch?v=Gp9r7oVtdO0

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This is a great ongoing observational tool. Students enjoy writing on white boards, so this can be very engaging too. The teacher will ask the students a question. The students will write their answer on their own white board and hold the board up for the teacher to see their answer.

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Strengths: quick observation, hands on, engaging, not content specific

Limitations: students may just doodle or get distracted

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https://www.youtube.com/watch?v=i_LVT-s5Vws

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I would use this assessment at the end of a unit or at the end of the year to see what my students have learned altogether. The students will designate each letter of the alphabet to a term we have covered in relation to a specific topic. They will define the term and include pictures.

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Strengths: open ended, creativity, review, insightful, good for ELLs, a lot of pictures

Limitations: students may not have access to materials needed to create the book

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https://www.youtube.com/watch?v=Z6UIQX5gQZ4

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This is a interactive and ongoing assessment that students can do in a group prior to a lesson. Each group will be given a topic written on a poster board and members of the groups will collaboratively write down everything they know about the topic.

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Strengths: interactive, collaborative, open ended, taps into background knowledge

Limitations: some students may not have relevant background knowledge

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https://www.youtube.com/watch?v=La0eOSjGkd0

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I would use this ongoing assessment frequently. It is a brief observation tool. Students will nod their heads up and down to show they understand or they agree, or students will nod their heads side-to-side to show they don't understand or they disagree.

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Strengths: very brief, only two options, observational

Limitations: students could misunderstand the question being asked and answer inaccurately, not very insightful

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I used personal knowledge.

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I would use this type of summative assessment after each unit. The assessment would include: multiple choice, short answer, and fill in the blank questions. I would use this to assess what students have learned from the entire unit.

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Strengths: very insightful, multiple formats for questions and answer choices

Limitations: could create anxiety in students