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1)  Clear purpose- Students will use this information to determine their current level of knowledge.
2) Clear Target- How can each student achieve the next target level?
3) Sound Design-Write and/or select assessment items, tasks, scoring
guides, and rubrics that meet standards of quality.( These will be their cooperative learning groups to improve, reinforce, or enrich their understanding of the lesson. Students select the Tide detergent if they feel the information is a tidal wave coming down on them. Gain is the detergent selected by students who understand the basics, but need more assistance. Students select the Bold detergent if they are confident with the material, but they have a few questions. Cheer represents the students needing enrichment activities for the unit of instruction. Each detergent is scaffolded for student success and represents a readiness level for the assessment. Students use their homework and previous assessments/activities to determine which detergent has the appropriate activities.
4) Effective Communication-Record formative assessment. (post the activities on your learning management site, blog, wiki, or website for students to easily navigate the different "detergents." Provide the learning opportunities online to allow the students to navigate through the different levels. They can work alone, in pairs, or in groups to promote collaboration.) Combine and summarize information appropriately to
accurately reflect current level of student learning.
5) Student Involvement- Students are 100% involvement. This is a self-assessment and will help them set their goals.

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Laundry Day is a strategy in the formative assessment process mentioned by Cassandra Erkens in her article entitled "Scenarios on the Use of Formative Classroom Assessment" (2007).  This is a strategy where students evaluate their own learning in preparation for a chapter or unit test.  They group themselves in the classroom around four different kinds of laundry detergent: Tide, Gain, Bold and Cheer.  In their chosen corner they will work on activities to enrich or improve their understanding of the required content.  The teacher can readily assess the students' level of understanding of the basic concepts covered in the unit or chapter.  The teacher provides support as needed, as well as help being provided by students who are sure they have mastered the content.  None of the work generated during this time counts as a grade, but students are scaffolded to increase their chances of success on the upcoming test.

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How and when is it used in the classroom?

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How and when is it used in the classroom?

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Students will group themselves in the classroom after 4 different kinds of laundry detergent: Tide, Gain, Bold, and Cheer. Tide is for the students who feel overwhelmed with the knowledge and "believe the tidal wave of information might drown them. Students in the Gain group understand the basics, but still have knowledge to gain. Students in the Bold group feel confident about their knowledge of the material that they learned, but they may have some questions along the way. Students in the Cheer group are confident in their knowledge and know that they will be successful. In their chosen corners, they will work on activities to enrich or improve their understanding of the required content. It's used before a summative assessment.

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-Text
-Homework
-Internet resources
-Games
-Student sharing/helping

https://www.youtube.com/watch?v=gkk7hoh7RXY

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Which assessment methods are a strong match for assessing knowledge targets?

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Which assessment methods are a strong match for assessing knowledge targets?

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Personal communications and performance assessment. Students are able to self-evaluate their knowledge on a subject.