# data[].attributes.body
The first formative assessment is "20-30 word summary gist. This a is a good way to assess student understanding and comprehension of the lesson taught. Students will complete and write 20 or 30 word gist of the content covered in class. For example, if a 5th grade class is learning about World War I, and the topic covered was The Holocaust. The teacher would ask the class to complete a 20 or 30 word gist of what they learned about the Holocaust. This formative assessment forces student to use different modes of thinking and attention to detail, to get to the point of the content learned.

# data[].attributes.body
The second formative assessment is"Turn and talk". At the end of a lesson, the teacher is ask the students to "Turn and talk". The students will discuss, explain, exchange ideas, have in-depth discussions, and give each other feedback (on writing and other problems). The teacher will walk around the classroom and listen-in on student discussion. The teacher will the listen carefully to what the students are discussing about the content learned. The teacher will then say the the class prompts like "One thing I heard..." or "I like when Bill said..."

# data[].attributes.headline
Thumbs up, Thumbs Down, Thumbs In The Middle

# data[].attributes.subject
Thumbs up, Thumbs Down, Thumbs In The Middle

# data[].attributes.body
The third formative assessment is "Thumbs up, thumbs down, thumbs in the middle. After a lesson taught the teacher will ask the students understanding of the concept learned. If they understand, they will give a thumbs up. If they don't understand, they will give a thumbs down. And, if they are not sure they understand, they will put thumbs in the middle. Students with thumbs in the air (up, middle, or down) the teacher gain an understanding of student comprehension of lesson. The teacher can plan steps and address students with their thumbs in the middle. Maybe even having the students who have their thumbs down explain their confusion; then the students with thumbs up can explain their understanding of the content.

# data[].attributes.body
The fourth formative assessment is "4 corners". During this formative assessment, the students will be asked multiple-choice questions by the teacher. Each corner of the classroom will be designated to represent A, B, C, and D. At the end of the lesson the teacher will ask question based on the lesson taught. Students will then go to the corner that they believe is the correct answer. The teacher can assess the students based on the corner the students choose; and this is a great way to encourage student learning.

# data[].attributes.body
The fifth formative assessment is "Extension projects". Students can contribute to projects about the concepts learned to further assess students knowledge of content learned  like posters, collages, or dioramas. Maybe even a play that students come up with about certain topics covered in class. This is my favorite formative assessment! For example, after learning about the World War II; the teacher can instruct the students to create a project. The project can be on the students most interesting event during WWII.

# data[].attributes.body
The sixth formative assessment is "Mini-whiteboards". For this formative assessment, (at the end of the lesson) students can either work in pairs or groups. The students will be working together through problems or questions about the lesson content. This incorporates group learning and student problem solving with confusion of problems within the groups. These teacher indications of the students understanding of the knowledge learned based on the whiteboard answers. Also, the teacher can make the "Mini-whiteboards" formative assessment as a competition between the class groups as an incentive.

# data[].attributes.body
The seventh formative assessment is "Strategic questioning" This is an effective formative assessment strategy that involves asking students to answer higher-order questions such as “why” and “how.” The questions will require more in-depth thinking from the students. The teacher can identify and correct misunderstanding for corrections and learning growth in the classroom; as well as understanding student comprehension of the lesson.

# data[].attributes.body
The eighth formative assessment is "Partner Quiz". After the lesson is taught; the students will be paired together and provide an open question for the other partner to answer. The students will come up with the questions themselves. As they work to solve it, the teacher will encourage them to give each other corrective feedback, identifying mistakes and explaining how to reach the correct answer.

# data[].attributes.body
The ninth formative assessment is "Learned or still confused". At the end of a lesson the teacher will instruct the students to write down on a sheet of paper “I learned today that …” or “I’m still confused about …”. The range of answers by the students will assess the knowledge learned. The teacher will be able to grasp an understanding of the confusion with the students. For example, at the end of science lesson about vertebrates animals and invertebrate animals; the students would write "Learned or still confused" about the animals learned during the lesson.

# data[].attributes.body
The last formative assessment is "Ticket out the door". This formative assessment will take place at the end of the lesson taught. Students will write answer on a small piece of paper, note card, a post-it note. The questions asked by the teacher will be (multiple choice, true/false, explanation, open ended, ect.) an accurate interpretation of the main idea behind the lesson taught. In order of the student to leave, they will need to have the "ticket" to exit the classroom. "Ticket out the door" can give the teacher an understanding of what exactly students' comprehended during the lesson instruction.