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Mini whiteboards are a quick and effective formative assessment tool in PE because they allow students to show their understanding without stopping movement for long periods of time. When students flash their answers—such as listing skill cues, identifying muscle groups, or choosing the correct strategy—you get instant feedback on what the class understands and who may need reteaching. This method keeps the pace of the lesson moving while giving you a snapshot of student learning in real time.

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As a health and physical education major formative assessments are used often in the classroom. Formative assessments are vital to check student growth, understanding, and even my own teachings. If students are not grasping the subject maybe I need to tweak my delivery or make some needed adjustments. Some of my favorite formative assessments to use are teacher rubrics, exit slips, and think-pair-shares. I love to use teacher rubrics at the beginning and end of units. The rubric stays consistent throughout and you can see student growth easily and help them grow confidence in what exactly the student may struggle with. Exit slips are super easy to check for understanding. Even if the question is simple as "what are the cues for the jump shot?" You as the teacher can see where students are understanding the information and where they are not. Think-pair-shares are quick, easy, and can be fun. In a think-pair-share you can hear students talk with their peers on the lesson of the day and see what they are understanding and what they are not. This also gets fun and creative when students dive deeper when talking about a subject with their peers.

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A highly effective and quick PE formative assessment is the Exit Ticket where students answer a specific question on a sticky note or card before leaving. For instance, after a basketball dribbling lesson, ask students to write down "two key cues for proper dribbling technique" to assess their understanding.

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Hi, everybody as I am planning on becoming a middle school math and social studies teacher I am going to share my top 3 formative assessments I would like to perform when I have my own classroom.

The first formative assessment I plan on using a lot is in-class activities where the students are active in the learning. I feel this is one of the best ways for children to grow in what they are learning. For social studies I think of doing role-play or skits of some sort so the students can really understand how each person thought/felt in a particular part of history. For math I think of doing something such as a math scavenger hunt because it is something I did in school and loved it. It also allows the students to be up and moving around which increases their focus levels.

The second formative assessment I plan to use in my classes is entry/exit tickets. I have always loved entry/exit tickets. One reason I have always loved them is because I think it sets the tone for class that day. If you have the students, come in and complete an entry ticket, then they are immediately put in a state of focus. Exit tickets on the other hand if done the right way allow me as the teacher to see what each students understands and what they don't understand.

The third formative assessment I really like are conferences. I think conferences are a great and honest way to gauge where a student is at with the content they are learning in class. It is also a way for students to open up about their understanding, away from the other students so they feel less embarrassed.

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An example of formative assessment for young children is observing and interacting with children during play. As a current preschool teacher and aspiring Kindergarten teacher I am always practicing good observation skills and using my interactions with children and questions I ask them to get a good idea of a child's reasoning skills and development.

I also like the idea of exit tickets, because you can ask a question or questions that promote thought and reasoning in a lower-stress way than a quiz or worksheet. An exit ticket can involve a written response or drawing a picture that answers the question so it can meet each child at their level and gauge each child's understanding of the learning targets at the end of each day.

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For an older group, I would like to teach a good assesment would be a practice quiz. To help relieve the kids of the pressure of a grade, and give me an idea of where everyone is in the learning process.

Brain dumps is another good one where kids can get a simple prompt that they can answer to help get them thinking. These can also be used as intros to a class and the class's subject. Also a exit ticket to see what we as the teachers can do to improve the lesson.

Thumbs up/thumbs down- This could be a good way to guide where everyone is in the learning process and also a simple way to get what the class needs without pointing out a specific student. Also, having a criterion like for thumbs up, they understand for being in the middle, they kinda get it, and thumbs down, they dont get it.

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An example of formative assessment is asking relevant questions during class. Such questioning can be used to quickly check students' understanding in real-time. Responses can help to see who is following the lesson and whether or not to adjust instruction.

Another example of formative assessment is the utilization of entry and exit slips, where students answer a short question at the beginning or end of class in order to demonstrate knowledge. These are low-stakes and can help teachers to identify misconceptions early.

A third, more intense example of formative assessment is a 3-2-1 Reflection, where students write 3 things that they learned, 2 interesting ideas, and 1 question that they still have. This can help teachers to quickly check understanding and plan the next lesson.

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Formative assessments are incredibly useful to teachers as they provide real-time information about how their students are understanding the material being taught. By using formative assessments, early misunderstandings can be caught and the teacher can adjust their teaching to fix the misunderstanding. Here are a few formative assessments that I've seen in classrooms that were effective:

1. Exit Tickets: With these, students will typically answer a question regarding what they learned in class. They can also write down a question that they had about the material if they wish to so that way it can be brought up and answered. Exit tickets allow the students to reflect on what they learned and can give the teacher insight on what they retained and what needs more improvement on.

2. Kahoot: Kahoot is a fun way for students to demonstrate their knowledge and also compete against their classmates. It takes the form of a multiple choice quiz regarding the material of you have been teaching the students. Questions that have been missed by the majority can be gone over and cleared up on why they missed it.

3. Journals: Having students create journals allows them to reflect upon what they know about the material and write it down. They also write down any questions that they have and anything that they found interesting during the lesson. During the end of the unit, students can then go back through their journal entries for that unit and write down if they ever found answers to their questions, summarize what the unit was about, and if they still have any questions about the material. Teachers can keep these journals and go through the entries to see if there are any commonly asked questions about the material.

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As someone that wants to work in preschool or kindergarten, these are 3 formative assessments that can be easily integrated into play and daily routines.

1. Exit Activities- Instead of having a written exit ticket, children can show their understanding in a quick and fun activity. This could be answering a quick question before lining up or sharing something that they learned before moving to the next activity. You could also incorporate movement into this by asking students to jump if I show a square or touch their toes if I show a circle.

2. Play Based Checklist- During centers, checklists can be used to quickly gauge certain skills such as engaging with peers, recognizing letters, or counting. By having these checklist readily available, teachers are able to authentically assess without interrupting play.

3. Turn and Talk- During my Practicum 3 in a Kindergarten class, I saw how effective turn-and-talks were as a formative assessment. I felt when students were given the opportunity to casually talk with a partner instead of being put on the spot in front of the class, they often share much more. Teachers can assess by simply listening in on conversations, jotting down notes, or asking a closing question where students share something their partner said.

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Kahoot- this is a great way to get your students to show their knowledge while they are playing a game. Kahoot allows you to make a quiz and create a fun learning environment that they students can compete against their fellow classmates.

Whiteboard responses - this is where students will have mini whiteboards and the teacher will ask a question. The students will then write their answers on their mini whiteboards and then show their answers when the teacher ask.

Jounarls/learning log- As a student I loved having a journal/ learning log. I was able to reflect at the end of class on what i learned and write down what i was struggling with. This allow allowed me not the feel judged about what i did not understand.

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Exit Tickets - These are a great way for teachers to get a quick and easy check for understanding without taking too much time out of their lesson plan. It's an easy way for students to review the material that was just taught to them and it's a great way for the teacher to quiz the students on a couple of questions without the students feeling like it's a real test.

Concept Maps - These are a great way for students to show their understanding of an idea/topic in a creative way. Since there isn't necessarily one right answer, teachers are able to see a student's thought process more clearly and in turn be better equipped to help them in the future.

Kahoot - This is a great way for students to be quizzed on material without even knowing they're being quizzed. They'll always try their hardest because they're playing a game and so it's a sneaky way for teachers to get great effort out of their students.

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Formative assessments can be many things. I think that they are great to assess not just students (child or adult) but also ourselves in the workplace. The top formative assessments are quizzes and tests, but I think that we can improve on these assessments to better understand what we are assessing.

1.     The 5 W’s and H.

This is to ask or answer the questions of why, what, when, where, and how. This is to make you think about what information is being assessed or taught. This helps with understanding what your children (as a teacher) are retaining and thinking about when you have taught a concept. An example of this is when you read a book to your class. After reading the book you can ask the children why the character(s) did what they did, said what they said, when was it said in the story, where the store took place, how the what was said affected the story. You can then reach forward and see if the children would have said it differently or done something in a different way. It can not only assess what the children learned from the story but opens the floor or open-ended questions.

2.     One that I never considered a formative assessment was homework but in reality, it is. This is to help the teacher understand what the child has learned while in class or for us online what we read or watched to perform the assessment.

3.     When you ask a student to paraphrase a reading or definition it can show how a student understood the text or information. This can also be used as a formative assessment. It does not bear the weight of a test or quiz, but it is a great way to tell that your teaching technique is working or if you need to change something.

4.     Also, there are formative assessments that my job gives us at the end of the year. This can tell them if we feel we need more assistance in the classroom, we need more materials for lessons, and how we felt that the training is helping us when working in the classroom.

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Formative assessments are interesting for me particularly because I grew up in a school environment that did a lot less of this kind of formative assessing...while certainly some of the components were present, nearly all activities were graded and those grades would collectively influence your EOY total. I am pretty sure formative assessments weren't just invented in the past 22 years, but I have never encountered them as explicitly as I am now via my coursework and internship. Here are a few formative assessments that stand out to me.

1. Journals - this is a big one. I have experienced this as a student in one of my own courses last semester, and se this actively used in my current field work placement. What I like best about these is that they are a physical medium for both the teacher AND the student to assess current learning, identify places for improvement, and--most interestingly--physically look back at how understanding has evolved over time. I love these physical artifacts.

2. Exit tickets - these are interesting in that they both assess the student, but are also a near-immediate method for the teacher to assess themselves for that particular class activity. They can even theoretically be actioned immediately: if block 1 has a common denominator, this can be accounted for in block 2 and beyond.

3. Class Discussion - This one is interesting as a formative assessment method mainly because it can assess multiple dimensions of a students understanding: their direct knowledge of the topic, as well as their ability to express/share/dissect this knowledge with others.

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Formative assessments are important because they give teachers a real-time picture of how students are understanding the material. They’re not about grading or testing at the end, but about catching misunderstandings early, adjusting instruction, and helping students reflect on their own learning.

A few examples of formative assessments I would use are:

1. Exit Tickets – At the end of class, students write down something they learned, something they found interesting, and one question they still have. This shows me what stuck and where I might need to reteach.

2. Think-Pair-Share – Students first think about a question on their own, then discuss with a partner, and finally share with the class. This works well because everyone gets a chance to process and talk through their thinking.

3. Bell Ringers/Starter Work – Quick warm-up questions at the start of class reviewing the previous lesson. It helps me see what students remembered and sets the tone for new learning.

These strategies are simple, but they give me valuable feedback and keep students actively involved in their learning.

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I'm not out here trying to reinvent the wheel, especially when it comes to assessments. There are so many smart, classroom-tested ideas floating around Pinterest, Teachers Pay Teachers, or a quick web search. My job is really to find, adapt, and simplify. If it save me prep time and help kids show what that know is 5-10 mins, it's a win! Things I plan to consider in my classroom are clear learning targets, student-friendly directions, and supplies needed. (Zero copies for the win!) I've attached a website with 75 quick examples.

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Formative assessment is a type of assessment that takes place in the middle of a unit of work. It is usually compared to summative assessment which takes place at the end of the learning experience.
The key characteristic of formative assessment is that learning will take place before and after the assessment. The assessment is designed to help students:

Stay on track

Pivot if they are off track

Deepen their knowledge based on an assessment of what they currently know

Receive feedback on their progress

Similarly, it helps teachers:

Change their teaching strategies based on student needs

Assess students' current knowledge to inform future instruction

Reflect on their own teaching practice for continual improvement

Below are some of the best and simplest examples of formative assessment.

Formative Assessment Examples

1. 1-Minute Check In - Check in with every student in the class for one minute throughout the day to see how they are feeling about their tasks. Use the class roll to keep track.

2. 1-Minute Paper - Students get one minute to write a rapid-fire paper on the topic to try to show their depth of knowledge as fast as possible.

3. 3 Things - Students are asked to quickly list 3 things they want to know more about in regards to their topic, or 3 things they don't currently understand.

4. 3-2-1 Reflection (aka Exit Slip) - Have students write down 3 big ideas from what they learned, 2 insights (reflective comments), and 1 question they still have.

5. 3x Summarization - Have students summarize the topic in three ways: in 10-15 words, 30-50 words, and 75-100 words. As they step up in word count, they will need to add some more depth and detail to demonstrate deeper knowledge.

6. 5 W's and H - The 5W's and H method gets students to write down their knowledge of what, when, where, who, why, and how to demonstrate their depth of knowledge about a topic.

7. Anonymous Feedback Box - Have students place anonymous comments about what they're struggling with into a feedback box. This will allow students to share their concerns with the safety of anonymity. It helps gather crowd-sourced formative assessment but isn't good for individual formative feedback.

8. Brainstorming - Have the students come together in groups and write down the key question in the middle of a piece of paper. Then, have them brainstorm ways to answer the question around the central question.

9. Check for Transfer - Have the students transfer the current concept from class to a new context. For example, if students are learning a math problem, check if they can apply it in a supermarket context.

10. Cold Calling - Let students know that you will not ask them to put their hands up to answer questions. Instead, you will call on one student randomly and all students by the end of class. This keeps everyone engaged and allows you to do spot checks of knowledge.

11. Comments on Drafts - Have students submit drafts of their essays to provide formative comments at least two weeks before submission.

12. Compare and Contrast - Have students compare two components of what is being learned to help them demonstrate their current knowledge. For example, in a biology class, you could have the students compare reptiles to mammals based on several key criteria.

13. Concept Map - Have students complete a concept map demonstrating their understanding of how concepts connect to one another in visual form.

14. Corner Quiz - Place letters A, B, C, and D on four separate corners of the room. Students are given a multiple choice quiz on what they are learning. Students have to run to the corner that they think has the right answer, e.g. if the answer is D, they run to the corner with the D on it. The teacher can look to see which students are consistently getting the wrong answer (or following others!).

15. Doodle It (Visualization) - Have students draw a representation of what they have learned in a visual format. This is a great formative assessment task for visual learners.

16. Elevator Pitch - Students give a 2-minute 'elevator pitch' speech about how much they know about the topic. In two minutes or less, they need to show you the depth of their knowledge.

17. Extension Project - Give students an extension project to see how well they apply the information in a new and less structured context. An example might be getting them to make a diagram about the topic.

18. Five Whys - Have students to ask 'why' five times to see if they can get to the root of their knowledge and understanding on a topic. This helps you understand how deeply they know the topic. For example, if the student says "Shakespeare is the best writer in history" ask why, then they say "because his poetry tells the best stories", then ask why several more times, until they have fleshed out their knowledge to the best of their ability.

19. Flashcards - Have students answer flashcard questions mid-way through the unit of work to check for understanding.

20. Flip Chart Check In - Students get into groups and write anything and everything they know about the topic onto a flip chart. They then present their flip chart to the rest of the class.

21. Formative Presentation - Have the students give a presentation on what they have learned so far. This can be great for a mid-term check-in so you can help students stay on track and go deeper for their end-of-term assessment on the same topic.

22. Hand in, pass out - Students are assessed on a pop quiz. They do not write their own name on the paper. They then hand in their answers and the teacher passes out the answer sheets randomly to the class. The class then grades the anonymous work they are given. The students are given a chance to grade others' work. The teacher can take the answer in afterward to see the questions that were most commonly incorrect to see what to focus on.

23. Homework Task - Homework is perhaps the most extensively used example of formative assessment. When you grade your students' homework you can get a good idea of their level of understanding of content explored in class.

24. Hot Seat - A student sits in a seat in front of their peers and gets rapid-fire questions from their peers to test their quick responses. Great for math quizzes.

25. Hot Topics - Students choose one aspect of what they are learning and present in front of the class for 5 minutes about their knowledge, then take 5 minutes of questions.

26. Identify the Misconception - Give students a common misconception about their topic and ask them to explain what the misconception is and how to improve upon it.

27. Intentional Mistake - Intentionally embed an error into the students' work or instructions and see whether they can identify it part-way through the lesson.

28. KWL Chart - A KWL chart asks students to write down what they know, what they want to know, and what they learned in the lesson. Have students complete this chart at the end of a lesson as a quick formative assessment that can help you structure your follow-up lessons based on student feedback.

29. Lunch Pass - Ask every student a question. If they can get their question right, they can go to lunch.

30. Metacognition - Have the students reflect on what they did, what they learned, why they learned it, how they can apply it, and what they still are unsure about it.

31. More Knowledgeable Other - Have students sit beside a student who is one step ahead of them and learn from the more knowledgeable student. The more knowledgeable student gives them feedback and assesses their progress, giving formative corrections to help them progress. Often, students who are at a similar level to one another are better at explaining concepts than teachers.

32. Open-Ended Questioning - Ask students questions that cannot be answered with a Yes/No answer so you can gather their depth of knowledge in the answer.

33. Paraphrasing - Give students a piece of information then ask them to repeat the information back to you in their own words to see if they understand it.

34. Peer Assessment - Have students grade each other's work. This allows students to see other students' work to gather whether they're on track and how to improve.

35. Photo Assessment - Have students take photos of things they think best represent their current level of knowledge. Students might take photos of their current projects. Then, have them write descriptions underneath that explain what they currently know about the topic.

36. Pop Quiz - Give the students a quiz at the beginning, middle, or end of a lesson that involves just 5 to 10 questions that can allow you to see how much they know.

37. Postcard - The students write a postcard or letter from one historical figure to another describing something. For example, psychology students might write a letter from Bronfenbrenner to his wife explaining his Ecological Systems Theory.

38. Prediction and Hypothesis - Halfway through the lesson, have students make a prediction or hypothesis about what will happen by the end of the lesson. This will help the teacher know if the students are starting to understand what is being taught.

39. Prior Knowledge Onboarding Task - Have students write down what they already know about a topic before the first lesson. This will help you know what level you need to start your teaching at and help prevent redundancy in re-teaching things students already know.

40. RSQC2 - RSQC2 stands for Recall, Summarize, Question, Connect, Comment. Students start with recall which involves listing words or phrases that they recall from class. They then summarize the words by putting them all into a sentence that explains the topic. For Question, they list any questions they have that are unanswered. For connect, students write about connections between the lesson and the overall goals of the unit of work. For Comment, students provide a feedback comment to the teacher evaluating their teaching.

41. Run an Opinion Poll - Poll the students on their opinion of the topic and examine the responses. The teacher can gauge students' knowledge based on their answers in the poll.

42. Running Records - Have students take notes throughout the class on questions they have and things they don't understand. As you come around to check on the student, ask them to show their running records notecard.

43. Spaced Repetition Testing - Students are given pop quizzes at strategically placed intervals to help students remember information they may be forgetting. For example, you might give students a quiz after 1 day, then 3, then 8, then 15. The answers from the quiz can help you assess student retention of knowledge learned in class.

44. Sticky Notes - Have students leave a sticky note on their desk with a comment about what they would like to know more about.

45. Student Becomes Teacher - Have the student teach the concept they are learning to a small group of peers.

46. Students Create a Test - Have each student create a 20-question test that they would use to test someone on the topic. Students write the answers to the test on a separate paper. Then, have the students swap mock-up tests with each other and fill out the answers.

47. Submit a Research Proposal - Have students submit a mock (or real!) research proposal stating what they would want to research further into the topic they have been discussing ( use my research proposal examples). Get them to discuss what they would research, why they are curious about that aspect, and how they would go about it. This can reveal a great deal of new information about the student's current level of knowledge.

48. Submit an Essay Plan - For students writing an essay, get them to submit their essay plan for approval. Using this method, you can catch if a student is off track and correct the course so they submit a high-quality essay.

49. TAG Feedback - Have students assess one another by getting them to tell a peer what they did well, ask them a question about their knowledge, then give feedback to their peer.

50. Text Rendering - Students take one quote that they think is the most important or illuminating from an article and explain why they think it's the best quote.

51. Think-Pair-Share - Students spend one minute individually writing down key points from what they learned. They then pair up with a partner and compare notes. Finally, the pair share what they learned with the class. The class can ask questions and the teacher can assess the pair's knowledge from their presentation and responses.

52. Timeline (Historical) - Students create a historical timeline demonstrating their knowledge of the sequence of events from a historical process or series of events.

53. Timeline (Lesson Reflection) - A lesson reflection timeline gets students to reflect on their lesson by writing down

54. Ungraded Essay - Have students submit an essay or essay draft that is not graded. Students submit the essay only for feedback, which will inform their final submission.

55. Venn Diagram - Students use a Venn Diagram to compare and contrast two elements of what they are learning. The outer sides of the Venn diagram show unique features of each element. The overlap shows the similarities.

Instant Formative Assessment for Teachers

56. Fingers Up - Have students show their level of knowledge by showing a certain number of fingers. One finger means uncertainty and discomfort while five fingers means strong confidence with the content.

57. Hand Thermometer - Students put their hand up only a distance they think they are comfortable with the knowledge. A low hand up shows mild comfort, a medium shows moderate understanding, and a stretched hand shows high confidence in the content.

58. Quick Nod - Ask students to nod if they understand. This can be great as a very fast way to check for comprehension in the middle of a task.

59. Red / Green Cards - Provide students with red and green cards. They can hold up the green card if they are ready to move on to the next part of the lesson or the red card if they're still confused.

60. Thumbs Up, Middle, Thumbs Down - Have students quickly respond with their thumbs to show levels of understanding or enthusiasm.

61. Traffic Lights - An extension of red/green cards, the traffic lights system also have an amber color for students who are feeling tentative about their progress. For this one, you can pair students who held up green lights with those who held up amber lights to teach each other while the teacher works with students who held up red lights.

62. Two Roses and a Thorn - Have students present two things they are happy or knowledgeable about, and one thing they are still finding "prickly".

63. Watch Body Language - Students who misunderstand may be crossing their legs, looking away, or frowning.

Self-Evaluative Formative Assessment

64. Self-Evaluation on Marking Rubric - Provide students the criteria you will be using to grade their work (also known as a marking rubric) and get them to self-assess what grade they think they will get.

65. Self-Sort - Have students choose which level they are at in a task: beginner, intermediate, or advanced, and have them select the next piece of work based on their self-evaluated level.

66. SMART Goals Self-Evaluation - Have the students complete a personal SMART Goal template demonstrating what their goals are and whether they think they are on track for achieving it.

67. SWOT Analysis - Have students complete a SWOT analysis that demonstrates what their strengths are in relation to what they are learning, what their weaknesses are, opportunities for improvement for the rest of the unit of work, and threats that they could avoid. This will make sure they stay on track.

Technology Enhanced Formative Assessment

68. Blog About It - Have students write weekly 200-word blog posts about what they learned and comment on each student's blog comment assessing what they did well and what they need to focus on in the next week.

69. Clickers - Use clickers (instant Yes/No responses - technology required) to provide instant feedback to the teacher on their level of understanding.

70. Forum Comments - Have students submit one forum comment per week to their online discussion board for the teacher to provide a formative assessment and comment on what they did well and how to improve.

71. Padlet - Have students use the Padlet app to contribute their ideas to a virtual notice board to show their thoughts and knowledge to the group.

72. Text the Answer - Have students text an answer to you in 50 words or less once they have completed the task.

73. Twitter Comment - Have students tweet what they learned in class today and tweet a reply to a friend's comment.

74. Write 1 if you Understand, 2 if you Don't - This is a task for online lessons. Have students simply write a 1 or 2 in the chatbox. This can also get quiet groups to start contributing in a small no-risk step.

75. YouTube Communities Poll - Have students complete a YouTube poll using the YouTube communities tab.
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Conclusion

Formative assessment are usually informal evaluations that give students an opportunity to pivot and improve based on the teacher's feedback. A the same time, it's valuable for the teacher who needs to assess students' current knowledge and pain points in order to adjust their teaching practices and maximize students' chances of passing the summative assessment that will occur at the end of the unit of work.

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75 Formative Assessment Examples (2023) - Helpful Professor

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Formative assessment is a type of assessment that takes place in the middle of a unit of work. It is usually compared to summative assessment which takes

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Formative assessments are, in my opinion, the most effective way to measure a student's comprehension of the lesson that was taught. This gives you the chance to collect the information and data of your students to see what they are struggling with or finding difficult to understand.

1. The teacher I am interning with does a "starter work." She gives them a paper and goes through a slide show that includes questions about the previous day's lesson. It works well to see the student's thought process while working through the questions.

2. Kahoot: This is a fun and interactive game that can challenge the students to remember what they have learned and show what they might have struggled with throughout the lesson.

3. I enjoy giving the students a chance to work together in groups to bounce ideas and thoughts off each other. This gives them the ability to express their feelings about the lesson and what I could do better when teaching them or if they need a little extra help on something.

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As a future Family and Consumer Science teacher, I’ve really enjoyed learning about formative assessments and see them as a valuable way to monitor students’ understanding. Collecting this information helps me know whether we should spend more time on a topic before moving forward.

There are many effective ways to assess learning formatively. One strategy I especially like is using a daily journal. I could post a few questions on the board each day for students to respond to in their journals. At the end of class, they could turn them in, allowing me to review their responses and check for understanding.

Another option I find engaging is interactive case scenarios. For example, students could log everything they eat over the course of three days, then exchange logs with a classmate to identify opportunities for healthier choices. Activities like this give students the chance to apply what they’re learning in a practical, real-life way.

I also like the idea of using exit tickets. These could include a quick question related to the lesson and a self-assessment scale from 1–5 to show how confident students feel about the concept. Exit tickets could also give students space to write down any lingering questions, which would guide me in planning the next lesson.

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As a future middle-school English teacher, I find that formative assessment is a great way to measure a student’s understanding while instruction is happening. It’s important to collect information about a student’s comprehension while they’re learning, which in turn allows them to make adjustments and improvements in the moment.

1. Think-pair-share: Think-pair-share is a good formative assessment because they ask students to write down their answers and when they’re done, they break off into pairs and share their answers and discuss. You can then move around the room, dropping in on discussions and getting an idea of how well students are understanding.

2. Exit Tickets: Exit tickets are very quick writing exercises that assess a student’s comprehension of a single day’s lesson. Short written summaries are simple but can give insight into what students retained from class that day.

3. Jeopardy: I find that incorporating games that test a student’s recall and subject aptitude are a great way to make formative assessment more fun. Jeopardy-like games can be tailored around a specific topic that leverages your own lessons.

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Formative assessments are ways that, as educators, we take time to evaluate where our students are performing in certain categories and potentially identify what areas they will need more focus. There are several ways that you can achieve this. As an interim teacher for OCS Social Studies, I have a rather unique perspective from this. So far, in the classroom I have used the following:

1. Discussion Boards. The nice thing about the discussion board is it allows the students to come together as a collective unit, placing their ideas in a centralized location, and effectively "showing what they know". This can be prompted by questions such as "What did you learn about...." or "how would you feel differently if this was..."

2.Exit Tickets. This is a crucial component to know if your instruction has been effective for the class or an individual, and if you need to do a deep dive review to ensure when you reach a summative assessment, the class will be prepared.

3. Interactive Platforms. Kahoot, icivics, gimkit, Nearpod, all of these can be used to test the knowledge of your students in a fun way that can keep their engagement levels high with helping galvanize their understanding of the subject matter.

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As a Family and Consumer Sciences teacher, specifically teaching Foods and Nutrition I, there are a few different types of formative assessments that I can use in my classroom.

1. My favorite kind of formative assessment is exit tickets. These help students to recall the information they have learned in that class period. In addition to helping retain the information, it also provides the teacher with feedback on what to review or reteach over the next few days.

2. Another type of formative assessment is thing-pair-share drills. Allowing students to work together to think of something to share with the calss not only encourages collaboration, but also sparks critical thinking and communication.

3. Lastly, I like the idea of quick quizzes, such as a google form with a few questions. These don’t have to be graded heavily, but will give me a better idea of what the students were able to grasp and what they didn’t fully understand.

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As a CTE BFIT Major, I think a great way to formally assess my students is Exit Tickets. I always enjoyed exit tickets in High School because, for me, they were an easy A, and from a teacher's perspective, I can see them being a great tool to assess what my students comprehended in class that day.

Another great way to assess students is through projects. CTE classes are usually the classes that students get to pick and are (hopefully) excited to learn about, so from my experience, getting students engaged in projects isn't as difficult.

And probably the easiest way to assess your students is to just rapid-fire question during or after your lesson to keep them engaged on the spot, and it's a quick and easy way to see if they are picking up what you're putting down.

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Formative assessments are ongoing low stake evaluations of students present level which teachers can use to build lessons and provide students with valuable feedback.

1. Modified Exit Tickets: Students will be able to answer a question at the end of a lesson, they can answer by writing a sentence, word, or drawing a picture.

2. Fingers Up: Students will hold a certain amount of fingers up to represent their level of understanding 1 being not understanding 5 being the highest level of understanding.

3. Checklists: If needed can be used as a method to track students behaviors in the classroom.

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Formative assessments- Are all the work that your students are doing, such as the class work, entrance/ exit tickets, quizzes, journals, and class discussions..etc in FCS when i start teaching i plan to have formative assessments such as:

Ingredient quiz: where my students will match the ingredients to their nutrients or dietary benefits.

Recipe walkthroughs: Students explain steps of a recipe verbally to each other.

Knife observation: Informal check as my students practice cutting techniques.

Nutrition label analysis: where my students interpret food labels.

Meal planning activity: where my students design a balanced meal and explain their choices.

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I think that having a system of formative assessments either daily or weekly would be beneficial to students within a classroom.

1. Concept/Misconceptions Map

I believe that possible started class with some type of concept map would be very beneficial to students but also the educator. We used concept maps in my GS 3300 course and they were very beneficial for me. They allowed me to see and compare what my initial misconceptions of a concept were compared the material we learned in class. This deepened my understanding for concepts taught within the course in a fun an active way while also allowing my professor to use my concept map as a gauge of what she needed to go over again. Not only that it allowed me to understand and work through Misconceptions I had about concepts for years. Concepts map used as a daily ice breaker would work in a similar fashion.

2. Exit tickets

I believe that exit tickets would be a great formative assessment to pair with concept maps in a classroom setting. With exit tickets students write down 1 thing they found interesting 1 or 2 things they learned and 1 thing they still are having trouble understanding. This would allow for you to analyze and contrast misconceptions, a few facts that students learned and what students are still having a hard time understanding. This would intern allow you to alter what you were teaching in a way that improves the educational development of your students.

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Formative Assessments- Caroline Reardon 

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Formative Assessments- Caroline Reardon 

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As a Career and Technical Education Major with a concentration in Family and Consumer Sciences, I have many different ideas for formative assessments I would like to use in my classroom!

1. Exit Ticket: At the end of class, I would have students write down one thing they learned about a nutrient (like protein, carbs, or fats) and one question they still have. This helps me see what they understand and where they’re confused.

2. Quiz Game / Kahoot: I would create a short, interactive quiz with questions about nutrients, food groups, or dietary guidelines. Students would be able to answer in real-time, and you can quickly see who grasps the material and who might need extra help.

3. Nutrition Journal Check-In: I would have students keep a short daily or weekly food journal and then submit a reflection answering prompts like “What nutrient did you get enough of today?” or “What could you improve in your meals?” This lets me see their understanding of balanced diets and monitoring skills.

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As a Career and Technical Education major with a concentration in Agriculture Education. Examples of formative assessments I would use:

1. Bell Ringers- I would have students do a bell ringer before we start class something to get them started, questions would consist of what do you think about the unit were learning about, what are some questions you still have from the last unit, what is something you want to learn in this unit.

2. Journals: journals will be kept up daily and since we will doing lots of hands on learning. They will go over what they did and what's something new they learned that day.

3. Projects/ labs: I plan for students to have a project or lab at least once week. These won't be very stressful project or labs just something easy to help students grasp the concept that they learning that week.

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EXIT TICKETS - One thing that I loved that I did in my college Biology class was exit tickets. We would get a notecard and write 3 things we learned, 2 things that we found interesting, and 1 thing that we still had questions about or didn't understand. This would help students really reflect on what they had learned throughout the day. It also helped the teacher as it helped give her insight on things that was unclear or that we needed to spend more time on before our tests.

ONE MINUTE PAPER - this could be something that you give students at the end of class and have them just right everything down that they learned off the top of there head .his can give the teacher insight on what stuck with students and what certain topics was not wrote about because it did not stick with them.

GOOGLE FORM QUIZ - Have students take a very low stakes 5 question quiz that is multiple choice to highlight the big picture and key points that you tried to make during the lesson. This will show students how well they grasped the content, and show teachers what needs to be worked on or misunderstood that needs to be re explained to the entire class.

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Formative assessment in an early childhood classroom can often be embedded right into daily routines or play-based activities. The goal of formative assessments is to be an ongoing check that helps teachers understand what the children are retaining as well as where they may need support. Here are some examples of formative assessments that can be used in a Pre-K or kindergarten classrooms:

1. Observation-based assessments which include running records which are detailed notes or other types of media (audio, video) of a child’s progress in a certain developmental domain. Observatory assessments can also include anecdotal notes which are shorter notes that highlight a child’s behaviors, social interactions or use of language.

2. Hand signals. We use hand signals in our class to quickly check for understanding. Keeping it simple-using thumbs up or down- helps the students give simple feedback and the teacher can check to see which students may need some extra help.

3. Learning through play. So many developmental milestones can be assessed by watching children play with their peers or from playing with them. For example, when playing in the kitchen center a child says, “I need four spoons for everyone in the family” and then bringing four spoons to the table shows number sense. A teacher can also play with the student and ask them questions to both expand their knowledge and gain insight into their thinking process.

4. There are also developmental checklists that teachers can use to track observed skills over the school year. Other more formal formative assessments tools can be used to track how well students are grasping new concepts. In our classroom we use Teaching Strategies Gold to help make sure we are tracking development and learning through observations and documentation.

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Three Formative Assessments: Andrea Shook

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Three Formative Assessments: Andrea Shook

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Im a middle grades ed major with concentrations in science and social studies. I really think three effective formative assessments for my classroom that can foster both engagement and a deeper understanding would be something like exit tickets which are a quick and tool-basically students respond to a prompt or question at the end of a lesson to get out the door. This allows me to gauge my students comprehension and adjust my instruction accordingly. Second, I like concept mapping which encourages students to visually organize main ideas and relationships. I think this is especially useful in science when exploring systems or processes but also in social studies when analyzing historical events or civic structures. Third, I like the think-pair-share idea. It promotes collaborative learning and critical thinking. Students reflect individually, discuss with a partner, and then share with the class. This gives me insight into their reasoning and misconceptions. I feel like these strategies not only support mastery learning but also can create space for student voice and reflection.

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As a CTE major concentrating in Agriculture Education examples of formative assessments that I would use my classroom are:

1. Hands on Tests. Students would complete a task in which we are currently learning about. For example, in a unit based on floral design students would be tasked with creating a bouquet following the rules of filler, tall , and focal flowers. They are able to show me their knowledge, I am able to see what is retained in the lesson and what steps are repetitively missed and need to be retaught. This is also an example of precedural knowledge.

2. Exit surveys. Studemts would complete a small questionare based on the days activity, terminology, and important information. They will then self assess their understanding. They will able to show me their learning skills, along with them letting me know how well the lesson was and how it resonates with them.

3. Journal entries. As a CTE class we will have lots of hands on learning. Students will be tasked with journalling after every lab. They will follow the prompt of: Summary of lab, 3-5 things you learned in the lab, 1-2 things you struggled with, questions that you still have, on a scale of 1-5 assess your understanding of the topic, and any questions or comments you have for me as your teacher. This allows students to inform me of what they learned, what they needed help with, and if this is somethign we should redo. Along with if there is any further learning that needs to be done based on their perfomance in the lab.

Example :

https://www.teacherspayteachers.com/Product/3-2-1-Ticket-Out-the-Door-1772916

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As a Career and Technical Education major, with a focus in Agriculture Education, some formative assessments that would be used in my discipline are:

1. Reflective journals. These journals allow students to document their learning journey, experiences, and challenges throughout the class. This would provide insight into the student’s thought process and understanding, rather than just their knowledge of facts.

2. Short quizzes. These would be used throughout units of study, and would be relevant to the content that is taught. My previous pesticide application instructor would teach a particular topic, have us take a short quiz, then allow us to correct any wrong answers by finding the info in our textbooks. This helped me learn the content better.

3. Oral tests (while on the farm). While a student is working on a particular project - deworming livestock, prepping a greenhouse, etc. - asking them questions about their process will help have a deeper understanding of the content and enhance their ability to explain their concepts.

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As a middle grades science and social studies major, I believe a good example of a formative assessment could be an exit ticket. I have experienced many teachers who use this strategy, and it seems to be an effective one. I always enjoyed finishing class with a few questions that really checked our understanding of the material. This strategy also promoted active listening during class. Another example of a formative assessment could be a bell ringer. This was very common to see from middle school to high school. This is a good way to start a class and get the students thinking about the material being covered. Additionally, I believe it is important for formative assessments to be collaborative and fun, to promote a more positive learning environment.

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As a Family and Consumer Sciences major, some appropriate formative assessments could be:

1. An exit ticket. Students will write one thing they learned in class, and one question they still have.

2. Recipe Lab Reflections. After cooking labs, students reflect on what went well, what they would change, and how they did as a group.

3. Quick Quizzes. I would have a quiz every week that is very low stakes to check for understanding. The students will know about the quizzes in advance, and they will know what material will be on them.

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I am a middle grades science and social studies education major. Formative assessments should be fun and engaging. Using tools like kahoot or quizizz can make learning and practicing knowledge more fun for students. These outlets provide ways for students to engage in material in a relaxed environment where the only pressure may be mild competition between classmates. These online, game style, learning tools can be used as warm-up or exit ticket activities to ensure students are engaged from bell to bell. Another way to formally assess students could be to introduce a Salon, or a group, student lead discussion to the classroom. Rather than the teacher lecturing to the class, students will be asked to answer a question or solve a problem that will require the room to work together to form a resolution. Not only can students be assessed on their participation in the discussion, but also on the meaningfulness of their contribution to the conversation.

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As A theater education major a formative assessment for me might be:

1. Bell ringers at the start of class that can assess the knowledge that students learned the previous day or unit. This idea would work in pretty much any subject as you can adapt these questions to fit your classroom.

2. Participation would be a very important formative assessment for theater because a lot of our work will be about actively participating with the class. I would assessment how willing and flexible they were in class and how how they participated in classroom activities.

3. Exit tickets would allow students to show me how much knowledge of each lesson at the end of the day. I could ask them a question that could see how much they learned about the subject that day that was specific enough so that they couldn't just make up an answer.

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I am a Middle Grades (Math and Science) major. I want to try to use a variety of formative assessments, specifically ones that are not stressful or overwhelming for students. I'd also want to mix things up so that students don't get bored with my formative assessments. I could load them with homework every night to gauge where they are at, however I think that can add too much to their plate. I like the idea of using entrance or exit tickets to see where my students are at. I also remember liking as a student when my teacher would have us hold up thumbs, or a similar 1-2-3 system, it was quick and low commitment which I enjoy. As a math concentrator, I think doing short and low commitment quizzes for no grade could work well, however that could also be stressful for students who are behind, so I'd want to be careful with how I use it.

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I'm a special education major and I think the formative assessments I use in my classroom are

1. Doodle Notes- In this strategy students draw a picture and explain it to demonstrate their understanding of a concept. This could work across subjects and would work well for students who struggle with writing

2. Notes and Observations- I will definitely keep notes and observe my students regularly to track existing goals, this could also be used to demonstrate student understanding and mastery of content. This would be an easy way to track student progress and have a current grasp of student understanding

3. Exit Tickets- This could be done at the end of a lesson before transition and gives students an opportunity to show understanding of anything taught in the lesson or could target a specific skill that was being taught. Exit tickets can be easily implemented after a lesson and give ample opportunity for the students to show mastery of content.

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An example of a formative assessment is a Think, Puzzle, Explore bell ringer that asks students three questions.

1. What do you think you know about this topic?

2. What puzzles you or what questions do you have about this image?

3. How might you explore your puzzles and questions?

This works when there is an image for the students to analyze.

The purpose of this assignment is that students will complete this activity to interpret in various narratives the impact and the implications from the image.

This typically works for a history/ social studies classroom, as that is what I am going for.

A second example of a formative assessment is by simply observing students as they go through the lesson to make sure students are not only being focused, but gently redirected back to the main topic. This allows for real-time feedback instead of waiting after the lesson. This can include things such as asking students what questions they have, or if there is something that isn’t quite making sense to them. This allows for us as teachers to modify things.

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I am an art education major and these are some formative assessments I am hoping will be helpful to my students. First, before. a big project when I am relaying information about history or medium I will use basic question and answering to observe who is understanding concepts and who is confused. I might implement some class discussions with a few prepared questions to see how the students react to what eachother say. Sometimes, I will do group idea presentations before starting the project so that the students can receive feedback and so I can see if they are grasping the perimeters of the project and the learning goals. From there on we will have one in progress critique to teach the students about art language and description in a functional way and to assist the students that need ideas or help. This will also help teach students about how to respect eachothers ideas. This will give me an idea of who is ahead and who is behind. "Final critiques" might not be exactly final for everyone, so this will help me see which students need more time. This will also help some students get used to a paced art schedule. On instructional days, I might implement exit tickets with questions that could be on a standardized exam or implement a structured think-pair-share activity, so students can move about and converse. I do not want much busy work or longer tests/essays as formative assessments.

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In my future Pre-K classroom I plan to asses through lots of observations and note taking. It is important to see where the children stand especially coming into the class for the first time. Some of children will be new to the whole school setting so it is important to assess and see where they stand at the beginning to know where to start. Planning lessons around things that will excite and engage the children while being able to incorporate goals like letter recognition and name writing is critical for reaching children at such a young age. I personally believe any child can learn it is just up to the teacher to find out the best way to reach them.

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An idea for a formative assessment is the game "think, pair, share". I actually remember doing this in one of my very first education classes. First you give the students time to think about their answer/perspective/thoughts. Maybe they could even write them down if able. Next you tell students to pick a buddy to pair and share with. Once students have a buddy, ask them both to share with each other their answer/opinion/perspective, and how they came to that. After students have time to discuss with their buddy the teacher can ask questions, make observations, and take notes. This game encourages students to think critically, collaborate, engage, and assess. A second idea for a formative assessment is creating a web about a topic with your students. This give the teacher and students a visual aid of what they have learned about the topic and what they still want to know about it.

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I am majoring in Middle Grades Math and Science, some of the things that I plan to use are

1. Exit Tickets- I think these are useful for both math and science because it is a real quick and low-stakes way to assess where students are with the content. I can also ask them to rate how confident how they feel with their answer so I can see where they feel with material, even if a student has answered the question right they still may feel unconfident with it and I want to be able to make that distinction.

2. Another one that I love is a KWL chart. I think it works really well because you can ask students to reflect on what they want to know and what they don't know, so it works as a pretest as well and then asking them to reflect on their learning afterwords helps me assess what they really grasped/took away from the content are more likely to remember, along with helping them feel a sense of accomplishment in going from what they wanted to know to what they do know.

3. A Gallery Walk where students work in small groups to discuss one topic and write their thoughts/opinions about the topic and then move to another poster. After that, the next group can either add on with their own thoughts and opinions or add reactions to things that already written on the board. I think it helps me as a teacher keep a record of what students are discussing that sometimes are missing when you are only listening to a discussion, it also helps notice where points of common concensus or confusion which can better inform future teaching.

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I will be teaching High School History. I plan to start out each of my classes with a "do-now" assignment, usually a question or assessment of understanding that will get the students thinking about our topic and its relation to the previous lessons within our unit! Along with this I will be using exit tickets to allow students to reflect on what they have learned and will be collecting these.

One type of formative assessment I love is a game like jeopardy. I think that students can find history, especially when were covering civics or other similar topics, tedious and overwhelming so I want to make sure I am attempting to find ways to make review or assessment fun for them. This also allows me to see where the class is at, as games like jeopardy rely on students knowing the answers rather then guessing(which could be a problem with games like kahoot.)

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A couple of ideas of formative assessments that I have for my Science and SS classes are to have journals and conferences. I think that Science journals are a great way to assess students' learning, and by having weekly journal checks, I can also provide feedback for each student. This also would work for social studies. Students would complete bellringers or other written response items in their journals and reflect on their learning and how comfortable they feel with the material. Conferences are self-explanatory, but we can meet individually if a student expresses concern about a topic.

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One of my Art Ed instructor's shared this awesome pdf of 20 ways to assess your students in Art. I think as Art Ed we have the amazing chance to evaluate students in different forms of assessment without them really knowing or realizing that we're assessing them. Some of them are great ideas especially if you just want something fun to break up the routine or just to stray from typical assessment methods such as critique. Some of these are definitely more for younger students but could be adjusted to better suit older students.

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20 Quick Formative Assessments You Can Use TODAY - The Art of Education University.pdf

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In EDU3300, we are focused on students science journals. The primary focus is how to build and use them to help students see their own growth and knowledge in science concepts.

I think that this is also a great way to assess students progress. When students see a journal, it is far less intimidating than a quiz or a test that they have to pass. Even when we explain that it isn't being graded, some students still have anxiety.

The idea of a journal really takes away from that, and creates an open forum for the student to think critically and express what they have learned. When used properly, they can provide instructors with valuable insight into the students learning style, critical thinking of concepts, and where they are at with mastery of a concept.

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Formative Assessment Ideas - Sarah Danner

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Formative Assessment Ideas - Sarah Danner

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As a middle grades ELA & SS teacher I am most excited to incorporate the following 3 formative assessments into my classroom:

1) White board check ins -- as a whole class, we can review topics where students share their answers independently while allowing me to gauge where everyone is quickly and at once. It's also just fun for the students and gives them a sense of responsibility having their own white board and marker!

2) 1:1 conference -- whether it's calling students up to my desk or walking around and meeting them where they're at, I love a good 1:1 session because it typically sets the student up to be more comfortable to receive and share feedback without the influence of other peers. Meeting 1:1 also frees up other students to be working on other tasks if what I'm discussing to a few students doesn't apply to them.

3) Book Briefs -- have students write weekly/monthly reviews of the books they are reading in a journal with guided questions to help them get started: What do you think of the main character? Can you relate to them? What is happening in the story right now? Based on that answer, what do you foresee happening next?

By having students answer these questions and reflect, it demonstrates their reading comprehension or lack thereof.

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I plan on teaching pre-k or kindergarten. One formative assessment I will use is observation and anecdotal notes. I will observe children while playing or doing actives and take notes based on their language, fine and gross motor skills, and ability to problem solve. Another formative assessment I will use is picture sorting. Students sort pictures into different categories based on the parameters I set. One way I like to do this is by doing alphabet sort which helps me to identify what letters students know and what letters they may be struggling with. Another formative assessment I plan on implementing is story telling with props or puppets. Once story time is completed students will use props or other accessories to retell the story. This helps to ensure that children are comprehending stories as well helps with sequencing

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I plan to teach History to Middle Grade Students, though I will also be able to teach science in middle grades! I intend to use multiple formative assessment types to gauge how my students are understanding the material.

Exit Tickets - Exit tickets are a quick, written response to a question that is posed at the end of the lesson or class. These are effective since it gives a quick snapshot of my students' understanding. This will allow me to adjust instruction to address confusion, questions and gaps in knowledge.

Think-Pair-Share - Collaborative activity that allows students to think about a question before being paired up and sharing their ideas with a partner before sharing with the class. TPS allows for active encouragement between students and the class and gives students a chance to gain understanding.

Mini Whiteboards - Students use whiteboards or paper to write the answer to a question that is posed. This method allows for class discussions to be used in an effective way. This allows a teacher to scan the room and take notice of what students understand the concept or may be struggling.

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I will be teaching math and science in middle grades. My formative assessments might look different between content areas but here are a few things I think could be applied to any middle grades classrooms:

-3,2,1's or exit tickets: these are an excellent way to gauge student learning from the day and see where their confidence levels are at. This is also a good part of a daily routine that will get students to reflect on their own learning.

-Thumbs-up/thumbs-down/thumbs-sideways: this is a quick and easy way to stop in and check where your students are at in a way that will not disrupt the flow of the classroom. If you are feeling like some students are falling behind or others are moving far ahead this is a good way to check-in and readjust your classroom pacing.

-Pre and Post-assessments: pre-assessments are a good way to introduce students to the content or layout of the course without pressure of grading. They are also an excellent way for students to reflect on their growth when they complete a post assessment (which can more accurately depict their learning) and can look back at how far they've come.

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I will be teaching High School Family and Consumer Sciences, I plan to use multiple different formative assessments to make sure my students are understanding the material and instruct the my teaching. One simple method is exit tickets, where students answer a quick question at the end of class, like “What is one thing you learned today about whole grains?”. During hands-on labs, I will use demonstration check-ins, asking students to explain what they are doing before moving on to the next step to make sure they understand techniques and safety procedures. I will also use self and peer assessments, where students reflect on their own work or give feedback to classmates. These will help make learning more engaging and make sure that students can apply their knowledge to real world tasks.

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I will be teaching CTE classes in high school. The subject alone gives limitless range to assess formatively. One of the classes I will be teaching is Drones so watching the students fly a drone is a type of formative assessment. I will also be teaching some AI classes so having the students formulate AI prompts will be a formative assessment. Another class I will be teaching is technology, so this will be a vast field to use formative assessments. I plan to utilize peer teaching in my classes so if a group of students can teach a new skill to the class, this will be used as a formative assessment.

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I am going to teach Middle School, ELA and SS. There are several ways that I can incorporative formative assessments into my teaching.

1. Brain Blurb: telling students to free write everything they know about a certain subject as an exit ticket or warm up in class. Grammar, punctuation, nothing matters as long as I can see what they know through this quick and effective assessment.

2. Polls: Allowing all students to participate in a class poll that includes their getting to anonymously give a rating on how well they understand certain concepts within a unit or standard.

3. A Kahoot: Giving students a Kahoot could help them to think about a concept and make it fun while also allowing the teacher to assess each individual students understanding on a topic.

All of these assessments allow the teacher to see what their students know and alter their teaching based upon student needs during the teaching of a unit or specific subject.

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I am going to teach High School English and I plan to use free writing as a formative assessment. Free writing is giving students 3-5 minutes to dump out their brain on paper. They don't have to worry about proper grammar or spelling, they just write down whatever they are thinking or whatever they know about we have learned. This not only gets students writing but it lets me know how much they have learned or what they still need support in. I also plan on using entry and exit tickets. I will give them the topic we are learning that day and have them write down at least 3 questions on the topic at the beginning of class. At the end of class they will write at least 3 things they learned as their exit ticket. In doing this, my students will be prepared for the lesson after writing their entry ticket. I will also be able to see what they are interested in learning and hopefully add to it by answering some of their questions in the next lesson. With the exit ticket, I can gauge how much they learned or what I need to add to make it more useful for them.

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Science Experiments at the End of Units: I think this is important for the students to apply what they have learned in a science unit. Have them do something hands on to see how what they learned work.

I think also doing check ins during reading altogether as a class. If we are doing major reading have discussion questions daily that they turn in, to make sure they are following along.

Another one would be weekly notebook checks. I saw during my last field observation a teacher do this with science notebooks. This makes sure the students are not just writing down info but also obtaining it.

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My major is middle grades in social studies and language arts. A form of assessment that would be helpful for my age group would be an exit ticket with a question and a checkup for the end of the lesson. This way, I am able to gauge where each student is with the material and then see how confident or unsure the student feels about it. Another assessment I like is pretests, these wouldn't be for an actual grade, but the students would be able to check their answers. Then they can be used as study guides for the actual test. Lastly, using first drafts when it comes to writing papers or essays allows the students to correct any errors and submit the best possible work.

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My degree is for middle grades math and science. One form of assessment I can use is an exit ticket problem for math. I can give each student a unique problem based on what we covered in class and have them demonstrate whether or not they learned it or need more help. I can also make the problems a little more challenging for those who have already shown mastery in the skill. I can then use some of these problems on the summative assessment at the end of the unit to reinforce the concepts. Another formative assessment I can use is journals in science to help students demonstrate their understanding of the scientific method and different experiments so they can understand how certain processes work. Finally, I can use quizzes to ensure that students are not falling too far behind in any subject, and I can provide corrective instruction if necessary based on the results of these quizzes before doing a summative assessment.

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I love the idea of "Think-Pair-Share". I feel like this is a good way for students to bounce ideas off of each other. Once they do this , they can write for an "exit ticket" what they already knew and what they learned from their partner!

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My degree is in Birth through Kindergarten, so assessments for my future classrooms are going to be more simple and engaging in different ways. One way that I have observed being completed and successful is a question from the large group meeting that was later reflected on in their final meeting of the day. If the focus of large group time was a letter, then it was much like above. These questions can range from letters to colors, numbers, and basic concepts that children need to learn and comprehend in Pre-K and Kindergarten. This also allowed the transitions to be less hectic and more organized in a neat manner that made the children reflect on their large group meeting topic.

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Does your name have the letter ___?? I have a card for each letter. Fun activity for letter recognition, l… | Preschool names, Preschool letters, Kindergarten names

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I've seen a lot of people talk about using warm up's and out the door tickets as formative assessments. I think they're a really good idea and give you a good base line of what students may need help with. Google forms in general may be helpful with an open area for students to ask questions they may have without having to say it in front of the entire class.

Another formative assessment that may come in handy is digital class work that may evaluate what students need help on and indicate that to you, such as Boddle.

Finally, I believe that every day interactions with your students in your class will prove to you what they still need to be working on and what skills they have mastered. Using interactive lessons that engage the whole student will help them to show what they know.

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The formative assessment Teaching Strategies Gold, is an authentic part of instruction, and not a disruption. Embedded in your everyday interactions with children in the classroom or at home, formative assessment is an effortless, organic part of your teaching day. You can easily capture, organize, and store notes, photos, videos, and digital samples of children’s work in the moment to make observations authentic, objective, and easy to remember. Children are placed in a range based on their skills and skills that are still emerging, so that you can see what the child knows and what they need to work on next.

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It is recommended that NC Pre-Kindergarten programs use the GOLD formative assessment in order to most easily participate in the transition to kindergarten project providing child development data to kindergarten teachers; however, programs may use any formative assessment tool that has been approved by the NC Child Care Commission. All NC Pre-K teachers are required to document child growth and development data from the Spring/Final Checkpoint in the MyTeachingStrategies® platform regardless of which formative assessment tool is selected.

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My degree is Birth through Kindergarten, so my future classroom assessments will look different than the older students. I plan on doing fun and engaging assessments. With a 4-year-old who is learning to write their name, assess them to see if they know how to hold a pencil, do they know how to spell their name, can they identify the letters in their name. Those are all key assessments in a PreK class.

If I am teaching a kindergarten class, assessments will also look different. I plan on doing weekly assessments on letter recognition, and letter sounds, and can count to 100 and know how to write them correctly. I would practice CVC words and see if they can also write those words. Making sure to have manipulatives when assessing can make it sound more fun, and they are more at ease.

Teaching young students I think it is important to praise them and reward them once they are done with an assessment. Give them a sticker or some M&M's are quick and easy rewards that make students more relaxed and not scared of sitting down with the teacher do to assessments.

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An Idea that I have for my future classroom for a formative assessment is to have fun pop-up quizzes often to see what the students know. I used to hate quizzes when I was in class and that's why I don't want to have these pop-up quizzes graded like a usual quiz. Instead, I would like to use these quizzes as a tool to have the students take home for themselves and correct as homework and to use as a study guide for future tests.

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One idea I came across for formative assessment was the "Muddiest Point Assessment." In this assessment, students decide what is most unclear about a subject. This teaches students how to evaluate their knowledge and admit when they don't quite understand something. I have linked a deeper explanation in the pdf attached. The pdf mentions options in responding to results as well.

The second assessment that I find to be intriguing is the website "Quizalize." This website allows teachers to make their questions online and assign the quiz to students anytime. This option is great for Online Learning days and in-class use as well. I tested this website with my middle school-aged sister and her friend, both of whom thought it was very fun. There are different quiz options, one of which resembles the popular video game "Minecraft" as well as a basketball game. The program allows the instructor to see in real-time what the students are missing and what they are getting correct. There is also a choice to see the results after the game to see who needs help with the questions.

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For an art classroom, a formative assessment would look a bit different and less "formal" than other classrooms. A formative assessment for me would be an informal process of discussing their work with their table or a partner. They would be given specific questions to answer about the work they are doing. Things like exit tickets would give both me and my students space to articulate and understand how well they are consuming the concepts and materials

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One of the most common examples of a formative assessment is having students complete an exit ticket. This ensures that the student has an understanding/skill used to complete a task in order to leave. A benefit of an exit ticket assessment is that it is immediately able to be graded by the teacher to quickly assess a student's knowledge.

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An idea for a formative assessment in my future Gen Curriculum Special Ed classroom is regular check-ins/exit-tickets self-reporting on behavioral goals/targets and class participation.

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My future classroom will be a Kindergarten classroom. Part of the students work will be beginning to spell and recognize site-words.

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An idea for a formative assessment in my future classroom (adapted special ed) is to have my students tell me one thing they learned in each lesson and one thing they are struggling to understand. By having my students do this, I am able to gain understanding on what my students are grasping and what I should go back and revisit.

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In my future classroom which will be an Agricultural education class my goal would be to use formative assessments that are ongoing as the primary source of evidence for student improvement and performance. The field of agriculture is continuously growing and improving; our classes should reflect this. Agricultural learning needs to be constantly adapting with industry and formative assessments gives that ability without losing the ability for evidence of learning and understanding. Agriculture education also is offered to promote, instill, and aid students interested in agriculture itself for future and current endeavors. Formative assessment allows teachers to offer 'practice' of real life occupations and interests.

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Assessment of Learning | Agriculture Teacher's Resource

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This is the final opportunity for students to demonstrate their learning, typically occurring through a written test or quiz, or through a performance-based assessment such as a project or skill demonstration. This is the summit or summation of student learning in a unit or course, and is usually weighted quite heavily in the gradebook as a result.

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In my future classroom, I will be teaching theatre (likely high school), which may cause assessments to look a bit different than most classrooms. Formative assessments may be as informal as asking students to repeat back information regarding an assignment/give opportunities to ask questions to gauge understanding. They can also be as formal as something like an exit ticket in the form of a ungraded quiz where students answer questions to let me know where they are in regards to the material being covered. For example, in my IA practicum class, I taught a lesson about character development/analysis and used a sort of exit ticket google form to gauge learning and understanding in a more concrete format.

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In social studies classrooms we do subtle formative assessments all the time, they're not always apparent. A written response or a reflection is a formative assessment. Typically you want to build some specific questions that check for understanding within the lesson. These are written before hand, not just off the cuff. The draft system is also just a formative assessment, allowing students to get feedback and to track progress on the way toward a finished product.

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I attached a PDF with some of the formative assessments I have made and used in my Physical education classes. The main use for these assessments are for the teacher to use as a gage for where different students are and also to provide feedback to those who may need it. The assessments within physical education are often not like traditional multiple choice or paper pencil exams that we often think about with assessments.

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During my practicum last year, I was assigned to a Foods & Nutrition class. The assessments that you can do in CTE classes are very hands-on. The formal assessments that I think work best for students in a class like this, is to physically demonstrate knowledge. It is also easy to do pre-assessment for an upcoming unit. Cooking meals as formal assessment offers tons of options. For example during the unit on meats, you could make chicken alfredo. This assessment would demonstrate chicken prep, or grilling, and also introduce preparing rice and grains, or cooking the noodles. method. Cooking the meal also provides feedback based on the outcome of the dish and ease of prep the student had.

Although creating a power point may seem like "busy work" as a form of assessment, I believe in some classes it is acceptable. Interior Design is another class taught in Family and Consumer Science. Having students create power points allow them to express how they envision concepts taught. For example, have them create a power point on a kitchen layout they would love to have in their home.

I also think group discussions with graded questions are a great way to provide class participation and assess student learning. During a Mental Health Counseling class I observed at a local high school, the students watched the movie "Remember the Titans." After the movie, students discussed concepts like diversity, leadership, and team work and small groups and answered questions for a grade.

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Formative Assessments - Lily Petruziello

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Formative Assessments - Lily Petruziello

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As a future art educator, I will be assessing my students in a different way than general educators. I plan on assessing my students through weekly reflections and exit tickets, which would be useful in most classrooms regardless of subject. Additionally, critiques are a very important form of assessment in artmaking. Critiques are discussions that provide students with the opportunity to receive feedback from myself and each other and to use that feedback to improve their work.

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I plan on teaching Theatre Arts in a high school setting which may have slightly different formative assessments than other subjects. One formative assessment I plan on utilizing is an exit ticket at the end of the class. I would ask a question about the lesson (something specific if we were learning about theatre history) or a more opinion-based question. Another formative assessment I would use would be quizzes and exams based on the material and lessons taught in class. I plan on doing short weekly or biweekly quizzes so students do not feel overwhelmed by a long exam. Finally, I would use self-reflections to help students reflect and learn from their own work, which also shows me how they are feeling about the class and how I can better support them as a teacher.

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In my past practicum classes, I have used many formative assessments to score the cognitive part of Physical Education. One that I enjoyed that was easy for me and the students was the think-pair-share assessments. I would ask the students an open-ended question that pertains to the class and the students have to pair up with their buddy or whoever they are sitting near and come up with ideas of answers. From this, I would then call on the students for their answers, if they are in the realm of the correct answer I would score it as 100% for the day in the cognitive part, if they were not I would give them feedback on their answer nicely.

One formative assessment I enjoy as a student would have to be Quizlet or Kahoot. these games made learning fun for me and everyone else. I still do them in my college classes today. These assessment will show the teachers who know the material and who somewhat know the material.

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Quizlet is a great free resource for educational purposes. Teachers can set up assessments (formative) and use Checkpoint Classic Live as an assessment tool. This tool can be used for fun in the classroom under Quizlet Live, students can test their knowledge against others in the games they play. Quizlet can be used as a study guide, teachers can make flashcards for students to study with for a test or quiz.

Ed Puzzle is a free educational resource teachers can use in the classroom. Ed Puzzle allows teachers to turn videos into assessments. This can be used at any grade level and for all subjects. The students watch the videos and answer questions at the end and teachers can use this to assess their students without students thinking they are taking an assessment (test).

Common Lit is a free educational resource that is great for ELA teachers. Common Lit allows teachers to assign an article and the students will answer multiple-choice questions and short answers. ELA teachers from Kindergarten to 12th grade can benefit from using Common Lit as an assessment tool.

The best tools in our hands as teachers are the ones we can get for free and the ones students enjoy doing. If students enjoy the work they will put in the effort to do well.

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An idea for a formative assessment it the game "think. pair. share". I actually remember doing this in one of my first education classes. First you give students time to think about their answer/perspective/thoughts. Next you tell them to pick a buddy to pair with. Once they have a buddy, ask them both to share with each other their answer and how they came to that. After students have time to discuss with their buddy the teacher can ask questions and make observations. This game encourages students to think critically, collaborate, engage, and assess.

Another idea for a formative assessment is creating a web about a topic with your students. This gives students and the teacher a visual aid of what they have learned and what they still want to know.

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As a future art teacher, a way that I can sue formative assessment would be to do peer critiques on student artworks. Students could pick an artwork by one of their classmates, and then they would be given a sticky note. Students would then be prompted to write constructive criticism for their peers on the sticky note using terms and language that we have learned in class. This would show their level of understanding surrounding vocabulary and the learning material.

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Some ideas that I thought were cool for formative assessments in kindergarten was a game called Four Corners. You designate four corners of the room or space to different answers. You ask the children a question, read them four answers and then they go to which corner/spot that they believe to be the right answer.

Another one would be color cards. Each child has a red, green and yellow card. Children showing the green card are the ones who've got it and don't need further assistance, the yellow cards are the children who think they got it but might need a little extra clarification and red are for the children who are stuck and need help. This also provides an opportunity for peers to help each other.

Lastly would be a letter to an absent friend. Since kindergarteners are very early on in their writing, having the class sit down together and discuss the learning, while writing down key points for them to share with their friends who missed the learning.

(here are were I found the ideas: https://www.weareteachers.com/kindergarten-assessment/

https://chloecampbelleducation.com/15-formative-assessment-examples-for-elementary-students/ )

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Just like a chef tastes the soup in order to adjust the seasonings, effective teachers need to actively monitor their students' understanding. It's more than just testing their knowledge. Teachers need to ultimately adapt their teaching to suit students' needs. You want all of your students to be successful, that's why these kindergarten assessment ideas are so important. Teaching remote? Don't worry, we've got ideas for remote learning assessments too!

Move It!

Gauge student learning while also giving your kindergartners an opportunity to move and wiggle.

1. Rocket Ship

After reading an assessment question and giving two to three possible answers, ask students to close their eyes. Repeat the question and ask students to stand as quietly as they can when they hear the answer they think is correct. Ask students to keep their eyes closed and stay standing until you say "Rocket launch!" Then everyone can open their eyes and jump like a rocket. While students are standing still with their eyes closed waiting to launch, it's easy to take a few notes regarding individual student responses. Having students keep their eyes closed helps prevent peer influence.

2. Four Corners

Write possible answers on a whiteboard or use the letters A, B, C, and D to designate spaces in each corner of the room. Next, read out a question and ask students to move to the corner that corresponds to their answer. There are many ways to use this concept across the curriculum. For phonics instruction, the corners of the room could be labeled with phonemes the class is studying and students might have to listen for one of them in a word. For math, the corners could be labeled with different numbers as students practice recognizing numbers 1-100.

Not only does Four Corners get students up and moving, but the speed at which students move toward the correct answer can tell you a lot about how confident they are in their answers. Likewise, students who seem to be tagging along with other students are likely to need additional support in mastering the concept. If it seems like too many students are following others, have each student write down their answer before moving to the corner corresponding to their answer.

Show It!

Gestures or visuals allow you to get a quick read on student understanding. They make the perfect kindergarten assessment strategies for your toolbox.

3. Thumbs Up, Thumbs Down

Before continuing on with a lesson, ask students to hold up a thumbs up, thumbs down, or a sideways thumb to indicate how they feel about their level of understanding. It's helpful to hang a sign or anchor chart in the classroom to remind students of what each sign means:

Thumbs up = "I get it!" or "I can do it!"

Thumbs down = "I don't get it!" or "I need help!"

Thumb to the side = "I kind of get it." or "I could use some more practice."

4. Sign Language

Teach your kindergartners how to sign the letters A, B, and C. Read a question aloud and give three possible answers, one for each letter. Ask students to wait to hear all responses. Now have students make the alphabet letter sign corresponding to the answer they chose. Instruct them to keep their letter sign in their lap until you call out "Eyes closed, letters up!" Once you've gauged the student responses, call out "Letters down and eyes on me!"

5. Color Cards

Give each student a set of three cards on a ring: one red, one yellow, and one green. Explain the meaning of each color card (listed below). As you teach a lesson, stop periodically to check in with students by asking them to show the colored card that reflects how they feel about their learning. Remind students that everyone learns at a different pace. As a community of learners, the goal is for everyone in the group to understand the lesson. It's okay to show a red, yellow, or green card. Color cards can also be used during independent work time as a way for students to let their teacher know they need help. As the year progresses, invite students to support each other! Those who have green cards can help classmates displaying yellow and red cards.

Red = "Stop, I need help."

Green = "Keep going, I understand."

Yellow = "I'm a little confused."

Mark It!

These assessment ideas make use of written/drawn responses, making them perfect for quiet times in the classroom.

6. Exit Tickets

Like pop quizzes, but without the "pop", adding exit tickets to your weekly routine is a quick way to track student progress. Many kindergarten exit ticket templates exist online or you can create your own. Exit tickets can also be used prior to a lesson to gauge how much your students already know and then given again afterward to record how their understanding has grown.

Source: K Teacher Tiff

7. Whiteboards

Give each student a small whiteboard and a marker. Ask students to draw or write their answers and then hold up their whiteboard. Scanning the room, it's easy to see if students understand the material and which students need extra support.

Voice It!

Channel your students' love of talking with these oral assessment ideas.

8. Pair and Share

Simple but effective! As students talk, move around the room to listen in on their conversations. Pair and shares can be used in a variety of ways including:

Taking turns to explain the concept that was just covered in the lesson

Asking a partner to share how they feel about their level of understanding and what questions they still have about the topic

Discussing a question posed by the teacher

9. Musical Match Up

Play a short sample of music while students move about the room. When the music stops, have students talk to the person nearest to them about what they learned in the lesson. Repeat this twice to create new pairings. As students talk, move throughout the room to listen in on conversations and ask your own questions.

Kindergarten Assessment Ideas for Online Learning

Take advantage of these great online tools and simple video call assessment ideas to gauge student learning while teaching remotely.

10. Black Out

Technology can be complicated, but this assessment idea for video calls is not! Students simply cover the camera on their computer with their finger to indicate their response to a multiple-choice question. In a grid view, it's very easy to see what percentage of the class understands the concept being covered and which students could use more support.

11. Kahoot

Assessments that feel like games are a stress-free way to learn more about what your students know. Using Kahoot as an assessment tool can be as simple as setting up a quick game of 10 questions for students to complete independently. As a class, Kahoot can be used to create a game show styled event. Students can respond via the chat window of their video conference platform or by writing their answer on paper and then holding it in front of the camera.

12. SeeSaw

Online learning platforms offer many easy ways to gather data on student learning through fun activities. Seesaw is a platform that works well with kindergartners and includes a library of thousands of activities for all subjects and levels.

Source: @keepinupwiththekinders

For even more great resources for teaching kindergarten online, check out: Your Guide to Teaching Kindergarten Online
What are your favorite kindergarten assessment ideas? Please share in the comments! Plus, the best kindergarten anchor charts.

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12 Amazing Kindergarten Assessment Ideas

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Just like a chef tastes the soup in order to adjust the seasonings, effective teachers need to actively monitor their students' understanding. It's more than just testing their knowledge. Teachers need to ultimately adapt their teaching to suit students' needs. You want all of your students to be successful, that's why these kindergarten assessment ideas are so important.

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One that we use in the kindergarten classroom I work in is through a website called IXL. I love it. It allows you to assign work to a student on any subject, and then it is presented as a game on the student's Chromebook. The best part is seeing the real-time feedback. It allows me to observe what each student is working on and how well they are doing. If a student is struggling with a particular area, you can assign them additional work in that area which helps break it down further for the student. Another one we use in math is in our math workbooks the children use, after each new lesson there is a review page they work on to see how well they grasped the material. We can then see how they did on the review to determine if we need to reteach an area or provide extra help before we move on to the next lesson. In kindergarten, we start to work on basic writing structure for a sentence. We have journals they will practice writing on a topic we give. For example, we might give them the first part of the sentence on the board to copy such as, "My favorite food is" and then they will copy and finish the sentence. The sentences will get longer and we will start not giving them the first part. We can look through the journals to see who might be struggling more and offer more support to that student.

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Just this semester I have a teacher who is assigning us formative quizzes as the units go by. We are allowed to work with a partner, and we are assured that the grades make up a minisule part of grade. We do the quizzes, and afterwards recieve them back, and are encouraged to jot down on the back of the quiz what we missed, what we think we need to review, etc. The professor also said that she uses them to know what she might need to revisit and readdress with the class.

I think in my classroom, I would modify this activity slightly. I would give shorter, more frequent quizzes as the unit went along, but never refer to them as quizzes, maybe as "learning checks." I would grade the checks to return them to students, but I would assure them that they don't go in the gradebook. But I would still encourage the students to use the checks as signposts in their learning to see what they need to change, or focus on, and also to celebrate what they are doing well. I am big on empowering students, and I feel like this is a good way to include them in the process of formative assessment.

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As an English teacher, I feel like the overall idea of formative assessments is similar to other secondary classes, but the information on the formative assessment itself may be slightly different (for example, I will ask students to write a paragraph with a given prompt, rather than a math teacher, who would possibly ask the students to write the formulas from the day's lesson.) Some ideas of formative assessments that anyone could use would be exit tickets (at the end of the lesson, give the students a brief question or two or ask them to reflect on the lesson and what they have learned), think-pair-shares (students think about a question, discuss their thoughts with a partner, and then share with other people in the class), concept maps (students create visual diagrams linking concepts together, showing that they understand how the individual different lessons connect), and a more specific to English classes, could be journals and reflections (have students write regular journals on what they have learned, in giving the reflections, teachers can see how to better teach their lessons, and what they are doing well on.) Overall, there are so many formative assessments, and each teacher just needs to find what works best for them, their classroom, and their students!

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One type of formative assessments that I really like to use are games to reinforce knowledge. For example, having students use quizziz or kahoot to see how they are doing on the knowledge is a really great way to create an interactive assignment. The teacher is able to save the results to see how the students did and use that are a grade, but students are are able to answer multiple choice questions and compete against their classmates.

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Formative Assessments - Mackenzie Campbell-Hunt

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Formative Assessments - Mackenzie Campbell-Hunt

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For art education, formative assessments take a little bit of a different approach. It's hard to do something like pop quizzes with art. I've always liked the idea of in progress critiques for larger projects, or for smaller skill building work the idea of an ongoing journal that I've been assigned in quite a few classes. I also like "sticky note critiques", a silent formative assessment where each student is given some sticky notes and they can write small notes or suggestions for one another without the pressure of speaking or being critiqued in front of a large group. I also found this PDF with some other ideas for formative assessments in art class settings.

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As an art teacher formative assessments I implement may be a bit different than a traditional academic assessment. I think the creation of an art project itself and in-progress check-ins based around skills and ideas could be a great way to assess students. By having group discussions during the creation of a project students can learn from each others mistakes or successes and find new ways to solve problems that they might not have been able to find by themselves. In the art classroom, practicing skills and vocabulary could also be used as formative assessment. The skills and vocab they learn could be used during warm up exercises and reflective writing in journals or as exit tickets. One to one discussion about individual progress is another tool I will use to build connections with students and help them with things they may individually be struggling with. Additionally, asking students what they are interested in learning and what they liked and disliked about a lesson can help make learning more fun for them and help you plan your lessons to fit each students needs/wants.

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Formative Assessments - Alisha Whisenant

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Formative Assessments - Alisha Whisenant

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I have seen many types of formative assessments used in the classroom over the past couple of years, but here are a few that I like.

1) Study Island is a program that the school that I work at uses. This program allows the teacher to put together work for students to do in succession according to what they are learning in their lesson as well as the standards that go with it. If they complete a "level" but did not master it, it will then take them to another "level" that goes more in depth about what they are struggling on. Students must make a certain grade on each level before they can pass it to get to the quiz at the end. This allows the teacher to see where the students understand what they are being taught and what needs to be gone over again. This also helps for setting up small groups so that each group can focus on their struggles. This program also allows the students to play a class game against each other. The faster you answer the more points you get. When I have seen this used the students are very involved and giving it their best to be the one to win. The students even cheer each other on and lift them up when they get one wrong. There is also data on each student at the end to show the teacher what each student needs to work more on and what they have mastered. This program can be used for Math and ELA.

2) Using an exit ticket is another one that I have seen used in several different ways. One is used at the end of an ELA or reading lesson and the class has to give a 4-5 sentence summary of the lesson in their note book before turning it into the teacher and moving on to their next assigned task. I have also seen it used as a spelling bee to help students learn their vocabulary that goes with their lesson. I have seen it used in math where the students have to solve 2 problems on their own and show their work so the teacher can see if they have mastered the concept or not, or what part they mess up on to go back and review before the next days lesson. Also, in math to help students learn their multiplication facts.

3) I am not sure what you would actually call this game, but the first graders that I have played with have thoroughly enjoyed it. The class is divided into two teams, one student from each team comes and stands at either side of a desk with their hands behind their backs. There is a buzzer on the table and the teacher or myself will ask a question, whether it be math or ELA related, and the first to hit the buzzer will answer the question. If they get it right their team wins the point and the next round begins with two new players. If the one that buzzes in first gets the answer wrong it goes to the other player at the buzzer to give them the chance to answer and if they get it right the point goes to their team and if they get it wrong, no one gets a point and the next round begins. This gives the students a way to have fun and the teacher to see what they have mastered or need more review on.

I hope that one of these might give insight to someone and maybe give it a try in their room to see if it works for them.

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I like the following assessments for elementary age students.

1) Kahoot, for sure! Kahoot is a fun, interactive way for 3rd-5th grade students to engage with their peers, pseudo anonymously. Students race to answer questions from a formed assessment created by the teacher. I like this because kids get excited when they know the answer, but they do not seem too disappointed when they get something wrong simply because they are having fun. My school district does not allow us to use Kahoot with identifying factors to our students, so the students get even more excited when they make up their own sign-in names. They must be non-identifying and they often are SO silly. They love it though!

2) I do a game called 'Teach the Team.' Each class is the team, but I will talk about a topic like internet safety. Once we have covered the material, I will ask the students if anyone would like to teach their classmates any pertinent information on the subject, maybe explain something a little differently to help their friends understand or give an example. This helps me to know who is retaining the lessons.

3) I read about an assessment that sounds really fun. Four Corners! Identifying each corner in the room to as A, B, C or D with each having a specific answer like strongly agree, agree, disagree, and strongly disagree. Then, the teacher asks a specific question from the material to see how the kids answer by which corners they go to. GREAT IDEA!!!

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Things like tests and quizzes are not always the most prominent or productive way to conduct formative assessments in an art class. But having little art vocabulary quizzes at the beginning of the year and throughout and you introduce new ideas and ways of making can be really important. For example quizzing on the elements and principles of art (see above). Other options include an end of year project that requires these principles to be used together in a successful manor. Conferences and check ins can be extremely helpful to see where each individual student is. Requiring sketches and a sketchbook as a completion grade could also stand in for other tiny quizzes which are normally used in other more traditional classroom settings.

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One of the assessments that I will use in my class is a group test because that was one of the things that I did well on in school in every class. After all, me and my group got to talk about our answers think about the questions together and show work to each other when we got different answers.

2 Another thing that most of my teachers did that I liked and will use is watching a video to take notes because then the kids know what notes they are supposed to be taking and they are staying engaged in the video. But you cannot do this to much because at some point the kids will get bored of it like I did.

3 Exit tickets I think are a great way to have the students leave the room because it shows you what they have learned from the whole day, and you also can ask them whatever you think was valuable to the class that day.

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Fletcher Fryczynski - Formative Assessments

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Fletcher Fryczynski - Formative Assessments

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For my formative assessments I would choose exit tickets, student-generated test questions, and the one-minute paper.

The Exit ticket, like many other students have explained, are very good at having students answer question(s) from that days lesson in a short brief timed informal format. It allows students to answer when the material is fresh on their mind while also providing a simple activity for students to end the class period with.

My next formative assessment is the student-generated test questions. I discovered this idea on a teaching blog where a teacher had her students each create one test question regarding the unit/lessons taught. Then she put them all together and gave them back to the class. I think this is a great idea as students do a fantastic job of teaching one another.

The last formative assessment I would use is the one-minute paper. Similar to the exit ticket its a question or several questions and students are given a time to answer them. For my I would allow and make the adjustment that its 5 minutes of time and students can use images to convey their answers.

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1. Four Corners - This allows kids to engage in a physical kind of learning to a multiple choice kind of assessment. This allows the teacher to ask a question, and list off each answer A-D, and then each corner in the room will represent one of those answers. This allows the kids to move to the corner that they think is the correct answer, and after each question you discuss/defend your answer, and why you think it's correct.

2. Stop and Go - this involves a two sided card, one side is green, and one side is red. So as you're giving the lesson, students hold up the green side if they're understanding everything, and don't have any questions. But if they're struggling with something or have more questions about it, they would hold up the red side. This allows students to give teachers real time feedback as they're going over material, instead of waiting until the end of the unit too see what everyone really learned .

3. Two roses and a thorn - Each student must write two topics/concepts that they liked learning about, and what they actually learned from it. (this part will be the two roses). While the "thorn" involves the kids writing about a topic that they didn't like learning about, and why they didn't, or what questions/uncertainties they may still have. Once you review all of the responses, if you see some of the same "thorn" comments and difficulties, you could revisit the topic and try reteaching it, and going more into depth.

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I found this website that gave some really good examples of formative assessments. Some of my favorites were...

1. 3 times summary

1. For this, you have the students write a summary of 75-100 words about the topic. Then, they partner up with someone in the class, and they use both of their summaries and compile them together into 35-50 words. Then, you place them in small groups and they have to get their partner summaries down to 10-15 words. This allows the students to really focus on the most important aspect of the topic as well as talk with their peers to help to possibly understand it more.

2. Traffic Light

1. While yes, middle school kids will probably not enjoy this as much as elementary school kids, it is still super effective in my opinion. Students will place their names on a traffic light that may be on my desk or on the board to show me where they may stand on the subject. Green means I get it and can move on, yellow is half-way there, and red is absolutely do not understand. This is a good self assessment for the students to do for their own benefit.

3. Two truths and a lie

1. This assessment would work wonders in my future science classroom to squish common misconceptions that become apparent throughout the lessons. What the students will do is come up with 2 truths from the lesson, and then try to find a misconception that maybe they proved wrong or initially thought to be true. This will be a fun way to see where the students are for you as well as fun for them as they try to trick their classmates.

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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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This is a helpful video that shows a few examples of formative assessments and how to do them. I personally like the "Think-Pair-Share" in which you pose a question or discussion topic to the class and then pair your students up to discuss it together with their partner. You then call on the pairs of students to share what they discussed. I think this is a great way for students to collaborate and share there ideas, and also see what they know.

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Formative Assessments: Why, When & Top 5 Examples

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Austin Douglas - Examples of Formative Assesments

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Austin Douglas - Examples of Formative Assesments

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Formative assessments are evaluations conducted during learning to monitor students' progress and understanding of the material being taught. Unlike summative assessment, which typically occurs at the end of a learning unit or course to evaluate students' overall performance, formative assessment is ongoing. It focuses on providing feedback to students and teachers to guide instruction and improve learning outcomes. One formative assessment could be peer feedback, which allows students to receive input from their peers on their work, fostering a collaborative learning environment. It encourages students to think critically about their and their peers' work, which can deepen their understanding of the subject. By engaging in peer feedback, students receive additional perspectives on their work and develop their communication and analytical skills.

Another formative assessment is exit tickets, brief assessments administered at the end of a lesson or class period to gauge students' understanding of the material. They provide valuable feedback to teachers on what concepts students have mastered and what areas may require further clarification or review. Exit tickets help teachers assess student comprehension in real time, allowing them to adjust instruction as needed. They also prompt students to reflect on their learning, reinforcing key concepts before moving on to the next lesson.

The final formative assessment I would like to add would be the think-pair-share system, an instructional strategy promoting active engagement, collaboration, and student reflection. It encourages students to think critically about a topic, discuss their thoughts with a partner, and articulate their ideas to the class. Think-pair-share fosters a supportive learning environment where students can exchange ideas, clarify misunderstandings, and learn from one another. It enhances students' communication skills, confidence, and ability to articulate their thoughts effectively.

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Carmen Hartzell

Formative assessments are important tools that teachers can use to check student understanding. I found this document with 56 different examples of amazing formative assessments. Some of the ones I've used before and that I believe work great are: Posing questions, with anonymous responses recorded on notebook paper and handed in. Another engaging approach is utilizing Venn diagrams for students to compare and contrast topics, fostering analytical thinking. The 3x summarization technique encourages students to express understanding by writing three distinct summaries. "Visualize (Be the Illustrator)" involves reading a story page without showing the illustration, prompting students to create their visualizations. Finally, mini-whiteboards offer an interactive element, allowing each student or groups to participate actively in the learning process. These techniques can be applied to various learning styles, promoting a comprehensive understanding of the material.

Carmen Hartzell

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A formative assessment that I remember was in my seventh grade class, exit tickets. My teacher would give us a sticky note and we either had to answer a question that was on the board, how we felt about the lesson, or it could be something random so she could get to know us better. Then she would turn it into a game about sticking it onto the frame of the door as we left her classroom.

At the time I thought it was just a fun thing to do, but since being in this class I do realize she was assessing us.

I personally believe that this is such a great idea and I want to implement it into my classroom, especially the part where my students would be able to get up place it on the frame of the door and then it can be seen as "competition" to see who could put it highest. I would probably fun facts about my students near the beginning of the semester and as we get deeper into lessons, use those as a way to know where they're at.

I would also want to use a brain dump map at the beginning of each topic to gauge what they might already know about the topic, then collect those and go over what they put.

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Formative assessments are an excellent and useful tool for teachers to gauge where their students are at in the process of mastering a topic or standard. As a future middle school Science and Social Studies teacher, I plan to use many methods of formative assessment to not only measure my students progress, but also to gauge my effectiveness as a teacher and see where possible changes in instruction may be required. The first formative assessment that I plan to use in my classroom would be observations. Observations give you as the teacher a real time look at what students know and also which students may seem unsure about what was taught to them. Another example of a formative assessment that I intend to use in class are exit tickets. I think exit tickets are an excellent way to assess students on what was just taught to them at the end of the lesson and before they leave class for the day. After looking over the responses it will help identify anything that students may have misunderstood and will help me know how I should begin class the next day. This will be a great way to address common misunderstandings and I think doing this at the beginning of class the next day will help students better understand the topic as I can correct these misunderstandings as soon as possible. Exit tickets are also beneficial for students who may be shy or nervous to ask questions in class as this method makes it look like the class as a whole may have misunderstood something and it keeps responses anonymous.

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1. I always enjoyed when we would watch a video in class and answer questions on it. It kept me engaged as a student and gave me a grade at the end of the video after we finished writing.

2. In my future classroom I will be very fond of observing and documenting the students in my class. This way I can understand the needs of every individual child.

3. As a future science teacher I will grade students on their notes and understanding to see if they fully grasp the concept before moving onto the experiment part.