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During a literary unit, students can rewrite an ending to a piece of literature. This would show comprehension and you could use as either summative or formative. This works for older students, but could also work for younger students. A strength is students could get creative with writing, A limitation would be that some students may have a hard time organizing their thoughts.

Reference:
Modeled after assignment in class.

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Students take a final exam over content covered in the class. Many teachers use this with older groups of students. A strength is that you can assess what students learned over a period of time. A weakness is that over a period of time it makes it hard for students to remember, especially as a cumulative test.

Reference:
Classroom

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Observing is one way to assess students. Observing can give you a lot of information about a student. By observing you can hear their academic language, thought process, and see students demonstrate their skills. This is effective with all students and can be done in small group or by walking around the classroom in whole group. A strength is that as a teacher you can see the student demonstrating their knowledge rather than just what they know on a test.

Reference:
Observed in classroom

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Students can complete a graphic organizer for the teacher to assess if the students recognize key ideas. I think this is effective with any age group. A strength is that you can see if students can identify key ideas. A limitation is that if a student has issues with comprehension they may have difficulties with a graphic organizer.

Reference:
Observed in classroom.

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The teacher can give an activity to for students to complete in a small group setting. She can see which students are struggling with that standard. I think this would work with any age. A strength is that it is more one on one and you can really see what the student is struggling with. A limitation is the time constraint. From what I have observed small group time is very short so it is important to be time efficient.

Reference:
Observed in classroom

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Have students to write an essay on the content. This could either be done while learning a unit for a formative assessment or at the end as a summative. Writing a longer essay style paper is more of older students, but having younger students write a paragraph can still be effective. A strength is that students can demonstrate what they know using their own language. A limitation is a student may have difficulties organizing their thoughts.

Reference:
Observed in classroom

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Students are given a task to complete at their seat. The teacher chooses 2-3 students to go to the board to show the class how to complete the task. The other students then ask questions. I would use this with age group, but I see this being a really good assessment for the older age groups. Strengths are students can lead discussions and you can assess students on how well they know the content because they are explaining the process to the other students. Limitation would be students may be shy to explain and demonstrate in front of the class.

Reference:
Observed in classroom.

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Give students a set of cards. Ask students questions and have them hold up the corresponding cards. I would use this with any age group, but feel better results would come from older students. A strength is that it provides a quick assessment for the teacher to see how many students understood the content. A weakness would be students may copy a student who holds their answer up first.

Reference:
(n.d.). Retrieved from https://study.com/academy/lesson/summative-assessment-ideas.html

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After a lesson the teacher has the students give a thumbs up if they are confident, thumbs down if not confident, or a sideways thumb if they are somewhat confident. This can be a quick assessment to let the teacher know where she needs to take the lesson next. I would use this with younger age children, but could potentially see using with older elementary age students. A strength would be it allows for a quick assessment to know how confident students feel and allows the teacher to know if the content needs to be practiced more. A limitation would be that students may feel shy for their peers to know they don't feel confident.

Reference:
Observed in a video that we watched in class.

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Start off by dividing students into groups. Give each group a chart paper or poster. Set a timer and allow the group to collaborate and add their ideas. At the end of the timer students pass their paper to the next group. That group adds to what they said and highlights if they think there is a part of their answer that has something important. I would do this type of assessment with older groups, but I wouldn't be afraid to try with younger groups. A strength is students can collaborate with each other and learn from each other. A limitation is knowing what student said what and which students have a solid understanding of the content.

Reference:
(n.d.). Retrieved from https://study.com/academy/lesson/summative-assessment-ideas.html

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Giving a test over content over content in the chapter can be both formative and summative. I would administer the test as a whole group. A strength is that you know if students understood the content and which students are struggling with the content. A limitation is if a student doesn't understand what the question is asking. Another limitation is that some students don't take tests well.

Reference:
Observed in class

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The teacher asks a question and the student writes down their answer. Next the students share their answer with a partner and discuss. Finally, they share their reasoning with the whole class. While students are talking the teacher walks around the classroom and listens to their discussions. This is a good assessment with any age and good for whole group. A strength is that when students collaborate they learn. They share ideas with each other and make new connections. A limitation would be if you don't hear the conversation you can't be sure from their sharing if they both had that answer and both had understanding or if one partner put the thought into the shared portion.

Reference:(n.d.). Retrieved from https://study.com/academy/lesson/summative-assessment-ideas.html

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Students have a small personal whiteboard that they write answers on to hold up. This gives the teacher a quick assessment to know how to proceed with the lesson. I really like this assessment and I would use this with any age group of students. The strength of this assessment is that it is quick and allows you to make decisions on how to proceed with the lesson. Limitation is if students just write an answer, you don't know if they actually know it or copied.

Reference:
(n.d.). Retrieved from https://study.com/academy/lesson/summative-assessment-ideas.html

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Ask a question to students and have students write their response on a piece of paper and have them hand it to you as they walk out the door. I would use this with any age group. A strength is this will allow you to see if the students have an understanding of what was taught that day or if you need to reteach the lesson. A limitation of this type of assessment is that some students may need more time to write or may feel rushed and may not answer as thoroughly as they could have.

Reference:
(n.d.). Retrieved from https://study.com/academy/lesson/summative-assessment-ideas.html

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Students name are on popsicle sticks in a cup. The teacher asks a question and then draws a name. This helps to randomly choose students and assess their knowledge of the content. I would use this with any age group. I think a strength of this type of assessment would be that it gives students who may not raise their hands a chance to answer. Limitation is that a student may feel shy to answer out loud. To keep students engaged I would add them back to the cup so they don't "tune out" because they have already answered.

Reference:
(n.d.). Retrieved from https://study.com/academy/lesson/summative-assessment-ideas.html

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Students can give an oral report over the content of a unit. I would use this with older students. A strength would be that students could put their own thoughts and connections into their report. A limitation would be that students may be shy to present their report.

Reference:
Observed in a classroom

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Students can go on a scavenger hunt to answer questions about the unit that was just finished. I would use this with older students. This could also work in a small group setting. A strength would be that students would be engaged by up and moving around. A limitation would be that students may take too long figuring out the clues and may not finish and would it would not make it a true assessment.

Reference:
(n.d.). Retrieved February 3, 2019, from https://study.com/academy/lesson/summative-assessment-ideas.html

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Designate four corners of the room as either A, B, C, or D. Ask students multiple choice questions and they go to the corner that they think is the answer. I think this type of assessment can be used with any age group. Strength of this type of assessment is that students would more likely be engaged since they are up and moving around. A limitation is that students may get a little rambunctious.

Reference:
15 Assessment Activities That Are Fast, Fun, and Formative. (2018, July 20). Retrieved February 3, 2019, from https://globaldigitalcitizen.org/15-assessment-activities-fast-formative

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Students "host a talk show" and ask each other questions. This would be great way to assess students without writing. I think this would work well with students who have a hard time comprehending questions or have trouble writing. Strength of this kind of assessment is that students would be allowed to answer verbally, and if a student has issues with writing or reading questions they may better be able to answer questions verbally. Limitations would be students may be shy to answer in front of other students.

Reference:
15 Assessment Activities That Are Fast, Fun, and Formative. (2018, July 20). Retrieved February 3, 2019, from https://globaldigitalcitizen.org/15-assessment-activities-fast-formative

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Students can write about content. I would use journaling in the class room to have students answer and write about content. I think this is could be used in either a whole group or small group way. A strength is that students can write what they know and their thoughts. A limitation is that barriers may prevent students from writing and organizing their thoughts on paper.

Reference:
15 Assessment Activities That Are Fast, Fun, and Formative. (2018, July 20). Retrieved February 3, 2019, from https://globaldigitalcitizen.org/15-assessment-activities-fast-formative

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This test would best be utilized with the whole class. I would use this type of test to ensure students understand the content of the unit that was just taught. If I see that a lot of students missed a particular question, I would know that there is a gap and that I need to reteach that material. Strengths would be that I would know if there are any gaps in content and if I need to reteach content. Limitations are some students are not good test takers and they may know the content, but may not do well on the test.

Reference:
AMLE - Association for Middle Level Education. (n.d.). Formative and Summative Assessments in the Classroom. Retrieved February 3, 2019, from https://www.amle.org/BrowsebyTopic/WhatsNew/WNDet/TabId/270/ArtMID/888/ArticleID/286/Formative-and-Summative-Assessments-in-the-Classroom.aspx

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I would utilize this test to see if students are understanding the material and if instruction is effective. Strengths: Provides an overview of how well students know material. Weakness: Some students do not take tests well. Other barriers may also make it hard for students to do well on standardized tests such as reading and comprehension. This test would be most effective with older students.

Reference:
AMLE - Association for Middle Level Education. (n.d.). Formative and Summative Assessments in the Classroom. Retrieved February 3, 2019, from https://www.amle.org/BrowsebyTopic/WhatsNew/WNDet/TabId/270/ArtMID/888/ArticleID/286/Formative-and-Summative-Assessments-in-the-Classroom.aspx

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Challenge students to draw what they learned instead of using words. I think this assessment would work well with students who have trouble writing or forming words. Also, I would use this younger students. A strength would be that students would have to think about what they learned and figure out how to put their knowledge into a picture. A limitation would be not really recognizing what the student drew, especially with younger students.

Reference:
15 Assessment Activities That Are Fast, Fun, and Formative. (2018, July 20). Retrieved February 3, 2019, from https://globaldigitalcitizen.org/15-assessment-activities-fast-formative

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Students can create quizzes over content and quiz each other. I feel this would be a great way to do a formative assessment and would work great with older elementary students. I think I would use this type of assessment in a literature class where students could ask about the book. I also think it would work great in a science or social studies class where students can demonstrate knowledge by forming questions and answers. Strengths would be students would have to not only think about the content, but also be fluent enough to be able to form questions and answers. Limitations would be students may make questions "too easy."
Reference:
15 Assessment Activities That Are Fast, Fun, and Formative. (2018, July 20). Retrieved February 3, 2019, from https://globaldigitalcitizen.org/15-assessment-activities-fast-formative

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At the end of the lesson you can ask students how confident they feel with the lesson. You can have students demonstrate how comfortable they are by showing a hand signal. If they show a 1 they are not confident, 2 they have some confidence, 3 some what confident, 4 mostly confidence, and 5 very confident. This allows for a quick assessment of the whole group and would allow me to see which students need more work. A strength for using hand signals is that it is quick assessment, however a weakness is a child may be embarrassed to show that they are feeling they are at a 1.

Reference:
I saw this in a video that was shown in class.