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https://www.youtube.com/watch?v=IxW7mk1BGvQ

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Module 1: Definition of Formative Assessment

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https://www.naeyc.org/resources/pubs/tyc/oct2019/practical-strategies-teachers

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Quick and Easy Notes: Practical Strategies for Busy Teachers

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With so many required assessments, it’s understandable why the word itself may bring up negative feelings for teachers. But understanding the different types of assessment and how you can use them to support your reflection and planning is important.

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https://www.commonsense.org/education/top-picks/top-tech-tools-for-formative-assessment

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Top Tech Tools for Formative Assessment | Common Sense Education

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Find the right formative assessment tools for your classroom. These digital tools range from discussion (e.g., Piazza, TodaysMeet) to quizzing, polling, and student responses (e.g., Kahoot, Formative) to interactive lessons and videos (e.g., Nearpod, Flipgrid).

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https://cdn.ncte.org/nctefiles/resources/positions/formative-assessment_single.pdf

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https://www.google.com/search?q=module+3+feedback+michigan&rlz=1C1GCEB_enUS962US962&oq=module+3+feedback+michigan&aqs=chrome..69i57.4642j0j15&sourceid=chrome&ie=UTF-8

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Please click here if you are not redirected within a few seconds.

Jan 4, 2017 · This video describes the importance of feedback in the formative assessment process. It is part ...
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Posted: Jan 4, 2017

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module 3 feedback michigan - Google Search

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TOTAL Project, Module 3, Handout 1 ... The ERIC Review: Early Interventions: Expanding Access to Higher Education, 8(1), 15-18. ... Detroit, MI: Wayne State.

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https://www.edweek.org/formative-assessment-videos

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Using formative-assessment strategies, educators can gather information about what students are learning while they're learning it. In these two videos, see how formative-assessment techniques play out in the classroom.

Full Report: Understanding Formative Assessment: A Special Report

In this video, Jefferson City, Mo., teacher Melissa Vernon discusses what strong and weak models of writing look like with her 1st grade class:

In this video, teacher Crystal Thayer uses a "commit and toss" activity that allows her to get a read on her 4th graders' misunderstandings about mammals. Thayer teaches in Lewis County schools in Tollesboro, Ky.:
SOURCE: CHAPPUIS, JAN, SEVEN STRATEGIES OF ASSESSMENT FOR LEARNING, 2nd, ©2015. Reproduced by permission of Pearson Education, Inc., New York, New York.

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Using formative-assessment strategies, educators can gather information about what students are learning while they're learning it. In these two videos, see how formative-assessment techniques play out in the classroom.

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https://www.youtube.com/watch?v=9FZR3-l8Y5Y

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https://teachfortexas.org/Resource_Files/Guides/T-TESS_Rubric.pdf

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https://app.edthena.com/organizations/NJqy7PZMdE7LTHpqq/libraries/yFH9yRRSYpfjm7Eao/approved

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https://docs.google.com/document/d/11C_qrN0SyW15IteIQ7aJzroxYCEcimhlZpdSucSrJxM/edit?usp=sharing

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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https://kahoot.com/

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Kahoot! | Learning games | Make learning awesome!

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Kahoot! is a game-based learning platform that brings engagement and fun to 1+ billion players every year at school, at work, and at home.

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https://teachingmadepractical.com/using-whiteboards-in-the-classroom/

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I really don't know what I would have done if I had to teach in a time before personal whiteboards and dry erase markers. They were essential to my classroom - so essential that they are one of my 11 Must Haves for Upper Elementary Teachers.

We didn't just use them on a daily basis in my classroom - we were using whiteboards in the classroom consistently throughout almost every lesson.

Because they were such an integral part of my classroom, thinking through how I wanted to use them in the classroom and what whiteboard procedures I wanted to set up was important.

Benefits of Using Whiteboards in the Classroom

There are many benefits to integrating personal whiteboards regularly into your lessons.

I could easily see who was struggling - or if the entire class was struggling and I needed to reteach. When students write with pencil, it's hard to see everybody's answers all at the same time.

Giving students an assignment to complete on their whiteboard doesn't require any advance planning. Have students illustrate one of their vocabulary words, count by multiples of 7, or list as many two syllable words as they can. This will keep students on task and learning while you take care of the interruption.

For all the benefits, the main disadvantage is the cost of dry erase markers. But teachers are experts at stocking up when there is a sale!

White Boards, Dry Erase Markers, and Classroom Management

If using dry erase markers and whiteboards is going to be a daily activity in your 3rd, 4th, or 5th grade classroom, then coming up with thoughtful procedures and teaching them clearly is important. Here are some things to think about:

One of the main benefits of using whiteboards and dry erase markers is that they provide for a quick activity or a quick assessment. If it takes a long time for students to get the materials, then it is no longer a benefit.

Personally, I preferred for students to get to keep their own supplies. However, this caused too much trouble and too much wasted time. I decided to just provide students with markers all year. They were such an integral part of my classroom that it was worth the cost.

3rd grade, 4th grade, and 5th grade students still need direct instruction on how to take care of school supplies!

Other Tips for Creating Whiteboard Procedures

I found that having students store dry erase markers in a cup in their group tote instead of in their desk prevented students from wasting the ink in their markers or losing them.

I had students store whiteboards in their desks for quick and easy access.

I cut a bunch of small "erasers" out of felt at the beginning of the year. Students stored these erasers in the same cup as they stored their dry erase markers.

I provided every group with black dry erase markers that looked exactly the same. Students did not have a marker "assigned" to them. This made the pass out process quicker and easier, with no arguments over who got what color.

If a student used a dry erase marker improperly, then they had to complete the activity using pencil and paper instead. The next time we used whiteboards and dry erase markers, they could try to follow procedures again. Since I was consistent with this at the beginning of the year, I had very few problems throughout the year.

Never Stress Over Sub Plans Again!

Make copies, find a fiction book, and you'll be ready for any emergency that comes your way!
dry erase markers procedures whiteboards

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Using Whiteboards and Dry Erase Markers in the Elementary Classroom

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I really don't know what I would have done if I had to teach in a time before personal whiteboards and dry erase markers. They were essential to my classroom - so essential that they are one of my 11 Must Haves for Upper Elementary Teachers.

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https://www.polleverywhere.com/

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Host interactive online meetings | Poll Everywhere

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https://www.socrative.com/

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Login or sign up for free on Socrative - your assessment partner for real-time assessments and instant insights.

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https://asuth2.edublogs.org/2016/04/23/accountable-talk/

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I have just finished reading through a paper entitled Accountable Talk Sourcebook: for classroom conversation that works (Michaels, O'Connor & Williams Hall, 2013). Again, I was introduc...

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https://www.edutopia.org/practice/exit-tickets-checking-understanding

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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https://docs.google.com/document/d/1eV__wdmnjtJkUvJrq-ji0wyI12Uo7R3d/edit?usp=sharing&ouid=109493198358721973726&rtpof=true&sd=true

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https://www.cultofpedagogy.com/delayed-grade/

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I have a confession to make: I am terrible at handing back papers. That sounds silly, right? I mean, you literally just hand the paper to the kid whose name is at the top.

But teachers everywhere know how disheartening that small act can be. (It can't be just me, right?)

There are the eye rolls and the whispering to each other of "What did you get?" and "She gave me a ___." Next thing you know, the paper you spent so long reading and marking has been shoved into the abyss of the backpack or tossed carelessly in the recycle bin.

Wow, glad I put so much time into that assignment, said no teacher ever.

I honestly got to a point where I would just wait so long to give things back, the kids would kind of forget, and then so would I. Oops.

In English I ask my students to write a lot. I don't grade everything they write, but when it comes to the "big essays"-the graded, polished drafts-what grade they will receive becomes the sole motivator for their writing. This frustrates me, and, in my opinion, distracts them from what they should actually care about: writing.

This intense focus on the all-important grade was my least favorite part, and it was definitely what kept the stack sitting on the counter behind my desk...for an embarrassing amount of time. It really bothered me that kids didn't care about the feedback I put on their essays, not just because I took the time to do it, but because I did it to help them. I want them to grow as writers, and most of them do throughout the year, but so many only seem to care about that number.

I won't lie: It made me angry. Not only did I feel like I had wasted my time, I felt like they just didn't care. And then the snowball of thoughts would start: How will they survive if they don't care about feedback? What's going to happen in college? Or when they get jobs? Ugh! I'm done!

After dealing with this for about nine years, I couldn't take it anymore. I either had to get over it or fix it. Since I'm not usually one to give up, I set out to find a way to get my students to actually read their feedback and care less about the grade.

The Fix for Ignored Feedback

The solution was remarkably easy and accidentally originated out of my laziness (score one for being a little lazy!). Last year, kids had turned in essays on Google Classroom, but rather than pasting a completed rubric into their essay as I usually did, I made hard copies of the rubric and wrote on them. This meant that I could return papers with comments but without grades.

And from this a whole new system was born: Return papers to students with only feedback. Delay the delivery of the actual grade so student focus moves from the grade to the feedback.

The simple act of delaying the grade meant that students had to think about their writing. They had to read their own writing-after a few weeks away from it-and digest my comments, which allowed them to better recognize what they did well or not so well. The response from students was extremely positive; they understood the benefit of rereading their essays and paying attention to feedback. One boy said, "Mrs. Louden, you're a genius. I've never read what a teacher writes on my essay before, and now I have to."

The Plan

1. Grade the Papers
After collecting student papers, grade them (hard copy or electronic) as you usually would with comments on the written piece, but keep the rubric separate.

2. Plan Independent Work
Plan accordingly by creating opportunities for students to do independent or group work for a few days when it's time to return papers to students. This is probably the most vital part of the process, because it will give you time to conference with individual students.

3. Return Papers
When you finish grading the papers, return just the written work to students, not the completed rubric. When I first tried this with students, I put the following directions up on the board when I returned the essays:

Read over your whole essay, including what you wrote and my comments.

Write THREE observations based on your reading and TWO follow-up questions to discuss with me at our conference. Ask about comments, how to improve things, how to do things differently, etc.

Use the rubric (posted online) to grade yourself.

Be ready to discuss all of this.

I now incorporate these instructions into the student copy of the rubric. Below is one page of that rubric, which includes the reflection section.

4. Time to Reflect
Return the essays during class, allowing time to explain, time for kids to read their essays, and time for them to clarify if needed. Encourage them to go slowly. ( Bonus step: Walk around and listen. Hear the difference. Honestly, you probably won't hear a lot of talking or comparing. If they are talking, it will be to themselves about what they are noticing.)

5. Conference with Each Student
This step is where the magic happens.

Since you've planned for independent work, you will have time to meet with each student individually. I do my conferences on a large whiteboard-painted table; I have found that since moving these from my desk to this table, our conferences are more productive. I'm not distracted by the stuff on my desk, kids are able to spread out (Chromebook, reflection, essay, etc.), and as a bonus, we can use the surface of the table when we need to do some planning. These meetings don't have to be more than a couple of minutes per student.

When kids get to my table, I start with "What do you want to talk about?" and let them guide the conference. It is so cool to hear what they have to say. So many of them make comments like "I can't believe I did <insert careless mistake>" or "I'm sorry I turned it in like this" or "I'm embarrassed; I see so many mistakes!" Or my favorite: "You specifically told us not to do this." The level of reflection is deeper than any I've ever encountered. I assure them that it is fine and I don't expect perfection, but on the inside I'm so excited that they're seeing the things I see.

Next they usually ask questions. This is exciting because some of their questions make perfect teachable moments! I have watched many students grow this year from these conversations. Take Alex, for example. He writes the wordiest sentences I've ever read, but he's gotten to the point where he puts his own comments on his essay as he writes so we can discuss while he's still in the writing stage. At least half of these are related to wordiness. I'm excited that he's learned to identify it, if not quite how to fix it yet.

Finally, I end by asking students how they graded themselves according to the rubric. I enjoy this part because more often than not, they were much harsher on themselves than I was. I then share the rubric with the grade and the rest of my general comments. For once, kids are usually happy about their grade because it was higher than they expected, contrary to the old days when they'd say "she gave me C" but they thought they deserved an A.

6. Revision
I always offer students the opportunity to rewrite their essay. Above all else, my goal is to help students become better writers. If this means they have to do it a couple of times, then so be it. Depending on the assignment, these are the usual requirements:

The student must meet with me 1 to 3 times (depends on the student and the essay) before it is due. These meetings are quick "check-in" style meetings: What are you planning to do? What have you done? What questions do you have?

The student must make substantial revisions, not just grammatical edits.

The student must turn in the original and the updated draft on time.

And that's it! Okay, looking back over what I said, it sounds like a lot, but really it's very easy for you. I think this is the best change I have made to the writing process in the last few years. Students have become more reflective ( and sympathetic of how long it takes me to grade-haha! ), their writing has improved, and I return papers much more quickly-and happily-than ever before. ♦

Stick around.
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Delaying the Grade: How to Get Students to Read Feedback

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You spend hours marking and commenting on student work, and then they don't even read your feedback. The solution is all in how you time it.

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https://creativeclassroomcore.com/one-pagers-what-are-they/

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One Pagers: What are they? - Creative Classroom Core

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Information all about using One Pagers in the classroom. It includes information on the benefits of teaching with One Pagers.

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Google Folder with Presentation Slides & GBF Videos

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Google Folder with Presentation Slides & GBF Videos

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https://drive.google.com/drive/folders/1E06EntBqXAXVDhMXpRglVzae69AUE_mX?usp=sharing

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https://forms.gle/88kzUfVqmr7V9pCf8

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Access Google Forms with a personal Google account or Google Workspace account (for business use).

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https://www.weareteachers.com/25-formative-assessment-options/

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Formative assessment is the piece of the teaching puzzle that allows us to quickly (and hopefully, accurately) gauge how well our students are understanding the material we've taught. From there, we make the important decisions about where our lesson will go next. Do we need to reteach, or are our students ready to progress? Do some students need additional practice? And which students need to be pushed to achieve the next level?

The best formative assessments will not only answer these questions but will also engage students in their own learning. With that in mind, here are 25 formative assessment techniques that will have your students looking forward to showing you what they know.

1. Doodle Notes

Have students doodle/draw a pic of their understanding instead of writing it. Studies have shown it has numerous beneficial effects on student learning.

2. Same Idea, New Situation

Ask your students to apply the concepts they've learned to a completely different situation. For example, students could apply the steps of the scientific method to figuring out how to beat an opposing soccer team. They observe data (the other team's plays), form theories (they always rely on two main players), test theories while collecting more data (block those players and see what happens), and draw conclusions (see if that worked).

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3. Tripwire

Tripwires are things that catch people off guard and mess them up. Ask your students to list what they believe are the three misunderstandings about the topic that are most likely to mess up a peer. By asking students to think about the key understandings from this angle, we can get an excellent view of how well they comprehend the topic.

4. Two Truths and a Lie

No longer just a get-to-know-you game or icebreaker, this well-known activity also makes a great formative assessment. Ask students to list two things that are true or accurate about the learning and one idea that sounds like it might be accurate, but isn't. You'll be able to assess each student's understanding when they turn in their responses, and going over them with your class the following day makes an excellent review activity.

5. Popsicle Sticks

Formative assessment doesn't need to be complicated or time-consuming to be meaningful and engaging. Have each student put their name on a popsicle stick in a jar or box on your desk. Let them know you'll be pulling popsicle sticks to see who will be answering questions about the lesson. Knowing their name could be pulled makes students who might let peers do the talking focus on the learning. It dispels notions of favoritism and identifies learning gaps. And, most importantly, provides real-time feedback teachers can use in their lesson planning.

6. Explain it to a Famous Person

Ask the student to explain the day's lesson to someone famous in an analogy that would make sense to that person. For example, the Revolutionary War was fought between the colonies and Great Britain. The colonies wanted to be independent and, after winning the war, renamed themselves the United States of America, just like when Prince left his record label and had to change his name to an unpronounceable symbol in order to break contractual obligations (I'm dating myself with this example, aren't I?).

7. Traffic Light

Printing on post-it notes is actually pretty simple and fun! Slap a clip-art picture of a traffic light on there and you have a perfect formative assessment tool that students can complete when time is short at the end of class.

8. 30-Second Share

Challenge students to explain what the lesson they learned was all about to a peer, a small group, or the entire class in 30 seconds. At first, you might want to start at 15-seconds and build their stamina. But by encouraging students to explain everything they can for a set and relatively short amount of time, you'll be building their confidence and public speaking skills at the same time as you get a good grasp on how much they've remembered about the lesson.

9. Venn Diagrams

An oldie but a goodie. Have your student compare the topic you just introduced to a tangential topic you taught in the past. This way, you're getting a formative assessment on how well they understand the new topic and they're getting a review of an older topic as well!

10. Poll Them

Polls are a great way to quickly assess student understanding. You can do this in person, or you can use apps like Poll Everywhere, Socrative, or Mentimeter to make free polls students can answer using their phones or computers.

11. S.O.S. Summaries

A great, quick formative assessment idea that can be used at any point throughout a lesson is the S.O.S. summary. The teacher presents the students with a statement (S). Then, asks the students to give their opinion (O) about the statement. Finally, the students are asked to support (S) their opinion with evidence from the lesson. For example, a teacher might say to the students, "Complete an S.O.S. on this statement: The Industrial Revolution produced only positive effects on society."

S.O.S. can be used at the start of a lesson to assess prior knowledge or at the end of a unit or lesson to determine if students' opinions have changed or if their support has grown stronger with the new information they've learned.

12. FOUR-Corners

This activity can be used with questions or opinions. Before asking the question/making the statement, establish each corner of the room as a different potential opinion or answer. After giving the prompt, each student goes to the corner that best represents their answer. Based on classroom discussion, students can then move from corner to corner, adjusting their answer or opinion.

13. Jigsaw Learning

Perfect when teaching complicated subjects or topics with many different parts. In this formative assessment, teachers break a large body of information into smaller sections. Each section is then assigned to a different small group. That small group is in charge of learning about their section and becoming the class experts. Then, one by one, each section teaches the others about their part of the whole. As the teacher listens to each section being taught, they can use the lesson as a method of formative assessment.

14. Anonymous Pop-Quiz

All the formative assessment power of a pop-quiz with none of the unnecessary pressure or embarrassment. To use this tool, simply quiz your students on the essential information you want to ensure they understand. Instruct each student NOT to put their name on their paper.

Once the assessment is complete, redistribute the quizzes in a way that ensures no one knows whose quiz they have in front of them. Have the students correct the quizzes and share out which answers most students got wrong and which answers everyone seemed to understand the most. You'll know right away how well the class as a whole understands the topic without embarrassing any students individually.

15. One-Minute Write-Up

At the end of a lesson, give students one minute to write as much as they can about what they learned through the lesson or unit. If needed, provide some guiding questions to get them started.

What was the most important learning from today, and why?

Did anything surprise you? If so, what?

What was the most confusing part of the lesson, and why?

What is something that will likely appear on a test or quiz, and why?

Challenge them to write as much as they can and to write for all of the 60-seconds. To make it a bit more engaging, consider letting students do this with a partner.

Students love to watch videos and, because of this, we end up showing a lot of short video clips. While they're engaging, it's often tough to determine if our students are getting the information we hoped they would get out of watching them. EdPuzzle solves this problem. The free app allows you to link to a video and add questions that stop the video at times you determine. So you can show your students the video of the Dust Bowl, but stop at various points to ask them what they think life might have been like during this time. You can ask them to make comparisons between what they watch and the characters they're reading about in class. All of this information is then available for you to view and use for formative assessment.

17. Historical Post Cards

Ask students to take on the role of one historical figure you've been learning about in class. Have them write a postcard/email/tweet (as long as it's short) to another historical figure discussing and describing a political event.

18. 3x Summaries

Have students write a 75-100 word summary of a lesson independently. Then, in pairs, have them rewrite it using only 35-50 words. Finally, have them work with a small group to rewrite it one last time. This time, they may use only 10-15 words. Discuss what different groups decided was the most essential information and why they chose to omit certain information. The conversation about what they left out is just as useful as seeing what they left in.

19. Roses and Thorns

Ask students to write or share out two things they really liked/understood about a topic (the roses) and something they didn't like/didn't understand (the thorn).

20. Thumbs Up, Down, or in the Middle

Sometimes things stick around because they just work. Asking students to give you a thumbs up if they understand, thumbs down if they don't, or thumbs somewhere in the middle if they are so-so about it, is probably one of the fastest formative assessments around. It's also very easy to keep track of if you're the teacher standing in the front of the room. Just make sure that you follow up with the thumbs down or thumbs in the middle folks to help them with any confusion.

21. Word Clouds

Ask your students to provide you with the three most essential words or ideas from a lesson and plug them into a word cloud generator. You'll quickly have an excellent formative assessment that shows you what they thought was most worthy of remembering. If it doesn't line up with what you think was most important, you know what you need to reteach.

22. Curation

Ask students to gather a bunch of examples that correctly demonstrate the concept you taught. So if you're studying rhetorical strategies, have students send you screenshots of ads that demonstrate them. Not only will you be able to tell immediately who understood the lesson and who didn't, but you'll also have a bunch of great examples and non-examples ready to go for those students who need additional practice.

23. Dry Erase Boards

Another time-tested method of formative assessment that teachers often overlook is individual dry erase boards. They really are an awesome and fast way to see where each student's level of understanding is at any given point.

24. Think-Pair-Shares

Like so many teacher tools, this one can get stale if overused. But, if used as a method to encourage all students to find their voice and share their learning, it's perfect for formative assessment. To ensure its effectiveness, ask a question of the class. Have every student write down their own answer. Pair students up with a classmate and give them time to share and discuss their answers. After pairs have had a chance to discuss, have them share out with a larger group or the class as a whole. Circulate, listening to groups who have students you know might be more likely to struggle with the current topic. Collect the papers for extra accountability.

25. Self-Directed

This one can intimidate some students at first, but it can be incredibly powerful to let students themselves choose how they want to demonstrate learning. You can support students by giving them managed choice, but let them decide if they want to show you they understood the essential parts of your lesson by drawing a picture, writing a paragraph, creating a pop quiz, or even writing song lyrics. This shows you're putting them in charge of their own learning.

What's your go-to method of formative assessment? Tell us in the comments.

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25 Formative Assessment Options Your Students Will Actually Enjoy

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Formative assessment is a vital tool in lesson planning and teaching. Check out this list of ways to get students to show you what they know.

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https://drive.google.com/file/d/1EiE6CzwbvNS2wApP5UWyScsSLDtmbi6Z/view?usp=sharing

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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https://drive.google.com/file/d/1QCrDye4pg2oFEoYfmrqHnW_kb425YSuY/view?usp=sharing

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https://drive.google.com/file/d/10qoFSPQ5JEXzyQSKItk1HLPtMRD1cm_9/view?usp=sharing

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https://drive.google.com/file/d/1HFciDlL32YIbbhW3FFUB5vd_bzrz3n8w/view?usp=sharing

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