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This tool enables students to add information that may not be completely relevant to the given task. This allows students to gain marks without being 'wrong'.

Example:
If they have an unseen essay- preparing them for end of yer exams etc. they are able to answer given questions and at the same time incorporate something they extensively studied out of confidence it would be included in the test which was not. This way students can gain marks and are assessed on the knowledge they are confident in and have studied.

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The process of collecting work samples from students. Acts as a way to make students accountable for their own learning. Teachers are able to identify gaps in students learning by having physical evidence of progress.

You can show these during parent-teacher conferences

Examples- In art you would have a portfolio workbook that has examples of work, theory etc.

Science - collection of graphic organisers, worksheets, posters etc. on scientific content

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Teacher creates tests for each class taking into account content as well as students interests, learning abilities, and level of understanding.

Example:
Yr 7 Science:
Test is generated including written questions, as well as diagrams and pictures to assist understanding for students with lower literacy skills, and students with Dyslexia.

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A prompt challenges students to assess their learning when an activity is completed. Open-ended statements activate thinking about a specific topic or term.
* Frequent opportunities to check student learning
Examples for prompts
"I learned..."
"I was surprised when..."

for example, writing a reflection after an activity and reflecting what went well and how you can improve

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Graphic organisers are visual representations used to record information.
Students fill them in to organise their ideas and enhance their memory of information.

Examples:
- Y charts
- PMI
- KWL
- Compare and contrast (Venn Diagram)

English specific:
- Y Charts for character development - Looks like, feels like, sounds like
- Compare and contrast characters in different texts

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Good tool for differentiation as it incorporates checklists, rubrics, Likert scales, comment sections or open ended questions. The aim is to constantly change the rubric type to both fit the assessment and to help students learn how to effectively read assessment rubrics.
to check for understanding students can be prompted to construct their own rubric for self-assessment.

Example:
After viewing many types of rubrics students can make their own to evaluate their own progress or group work

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Using symbolism students develop an understanding of the content learned from the topic. Students draw something that represents the lesson topic, then writes important information around or in the drawing to study for an assessment task.

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Effective Questioning Techniques for Formative Assessment: Open-Ended Questions

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Effective Questioning Techniques for Formative Assessment: Open-Ended Questions

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Open-ended questions challenge students to think and choose their thoughts for the responses. A student can convey his/her ideas and thought to the answer, rather than focus on a particular answer.

Examples:
What is your opinion on who would win in a battle, Samurai or Knight and why?

Help students deconstruct extended answers to help make students understand better.

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Assessing with journals involves students creating an on-going portfolio of different entry types for informal assessment and monitoring for ongoing learning.

Examples:
Partner Journals - sharing something they've understood within the class with each other. Students can also help each other better understand concepts that they might be struggling with.

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Likert scales can be used to assess learning, attitudes and progress. They are essentially scales that have varying degrees of capabilities that students can identify themselves on.
For example: You could have a scale for confidence
2. lack of confidence
4. some what confident
6. exudes confidence
If the teacher was to use the likert scale with observation, they could track progress of each student on the scale.

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Assessment tools for Reading and Writing

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Assessment tools for Reading and Writing

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Oral reading assessment: a student asked to orally summarize a passage of reading using important ideas. Some example questions include: name three facts,identify an important event, why and when did this occur.

Prompts for writing: students are provided with a statement with which to base their writing task upon. Statements may include: describe a character, what did you do on the weekend?

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A. Wraparound
1. Each student should writes the most important piece of informations
2. Student bring notes into groups
3. Share, verbal utterance...

B. Carousel Gala

C. I refuses to comment
(create a rap)

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This is the kind of observational assessment.
Teachers create a checklists addressing areas which need to be assessed . This  checklist can either be used by the teaher to assess students based on observation or for students to  self -assess . It is important use the keys such as O = Outstanding, S = satisfactory and N = Needs improvement to rate each skill being assessed.

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Assessment Tools for After the Learning.

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Assessment Tools for After the Learning.

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There are 15 of these tools - include a brief summary of what the tool is and provide 2 examples of how it could be used in a specific Learning Area.