# data[].attributes.headline
          CLASSROOM ASSESSMENT INVESTIGATION

# data[].attributes.subject
          CLASSROOM ASSESSMENT INVESTIGATION

# data[].attributes.body
This is a meaningful assessment that students will enjoy. Students can create a social media post while telling what they have learned about. Students love social media, and this is a quick and easy way to assess students while letting them be creative. This requires students to think in different ways, because social media is very informal. Students have to put definitions or explanations of a topic in their own words to be original- just like you would be on real social media!

# data[].attributes.body
A "so, why?" journal is a great way to quickly assess how students are grasping information. At the end of a lesson, you would easily say "grab your 'so, why' journal and tell me the WHY of today's lesson. So, why is what I taught you today important? This makes students really think about the most important part of what they learned. It also makes a good review tool. If a student forgot what was taught, you can say, "go back to your 'so, why' for that day for a refresher. Teachers can easily pull these from desks or a specified storage space to go through an write quick responses to students 'so, why' entries.

# data[].attributes.body
I would use sentence stems as a fast exit ticket in my classroom. You could keep general sentence stems on hand to grab at the end of any lesson. You can also specify the responses for specific subjects. I would have these sentence stems cut into strips so I could quickly grab them, pass them out, and have students return them as they end the lesson. Students don't even have to put their names on these strips, because it is just for the teacher to be aware of how much of the class understands the material.

# data[].attributes.body
Popplet is a wonderful, interactive app to use in the classroom! Popplet puts a twist on graphic organizers. Students are more interested in using technology than filling out another "worksheet". Using Popplet lets students be creative and pulls in that technology component to the lesson. Depending on how many devices you have available, students can work in small groups or individually. The great thing about this app is that students can collaborate on one graphic organizer. This means that students can work efficiently and build those team work skills. Teachers can easily look at a graphic organizer to look for those main ideas, definitions, facts, and students' thinking about a lesson.

# data[].attributes.body
3-2-1 is an easy way to prioritize what was taught, what they still struggle with, and what a take away from the lesson was. It starts with the 3. Students give three facts they learned from what was taught. The 2 represents 2 questions students may have. This is where the teacher assessment part comes in. When looking over these, you can be aware of what you may need to teach again, or give resources on so students can review. The 1 represents 1 opinion the student has. Teachers can see students' self-reflections from the lesson. This is such a general assessment that can be used with any subject. I would keep blank copies of this template on hand to assess my students.

# data[].attributes.body
Share a simile is when you give students this sentence that they must complete. It can be written on a sticky note, in a journal, scratch piece of paper, anchor chart- anywhere! Students must compare what they learned in the lesson to something else. It can be compared to an adjective, another lesson, whatever the student can compare it to! Educators can assess their teaching and students' understanding by reading what the students wrote. The best part- it also integrates similes, giving you that english language arts standard to incorporate into a lesson.

# data[].attributes.body
When I was in third grade, my teacher had us send home post cards to our homes once each quarter. In this post card, we would write to our families telling them what our favorite thing we had learned that quarter. This is something I hope to incorporate into my future classroom as an easy assessment tool. Students can write what they learned from a specific lesson, or a unit. Not only are students practicing writing skills, but they can also draw an illustration on the back of the post card to show a favorite part of the lesson(s). This makes students recall what they learned during the lesson or unit, to put it in their writing. When it arrives at their home, they can share it witch their parents or siblings to make even more connections with what they learned. Teachers can easily read these short post cards before mailing them to look for mastery of a topic.

# data[].attributes.body
Quick writes are a great assessment to use in the classroom. The teacher can decide the length of a quick write- 1-2 sentences, 1 paragraph, or 2 paragraphs. It is called a quick write, so you have to keep your students in mind and decide if 1-2 sentences is way to easy, but 2 paragraphs would take too long, then maybe 1 paragraph is just right for your class! The anchor chart below gives a great example of some topics you can give for a quick write. Everyone can write about one of the responses shown below, they can write about different ones, or they can just give a summary of the lesson and main idea and details. Since these are short, it won't take much time for teachers to read through a class set of these assessments to tell how much their students' took away from the lesson.

# data[].attributes.body
This is a fun way to assess students' knowledge of what was taught. At the end of a lesson, you can have a quick 'talk show'. You can call random students, or pull sticks to decide who will be the cast of the talk show that day. Once the panel is ready, you can have students highlight (or debate) the main points of the lesson. Below is a list of accountable talk sentence starters for students to refer to. The teacher can start the talk show by asking a general question. Then the audience can participate by asking questions, or questioning what a talk show "host" said. Since this is mainly student driven- this gives the teacher an opportunity to assess where the class stands on understanding the topic. If most students are quiet, or unsure of the questions being asked, you could review the material again. But if most of the class is excited to participate by asking questions and challenging responses- then most likely students have a good grasp of the material.

# data[].attributes.body
Today's menu, is a way for students to break down the lesson. They can recall the steps that were taken to get to the most important part of the lesson. You start by giving each student a menu (again, something that is very general, so you can keep blank templates on hand). Students first recall what they did at the beginning of the lesson. What was something that was said or taught at the beginning that really caught their attention and gave them a good idea of what the lesson was going to be about. The second step is the main dish. What was the meat of the lesson? Students have to describe what the lesson was focused on. Last, students will complete the dessert portion of the menu. This is where they can share the cherry on top- what was the most important thing to take away from the lesson. This is where students can write what the teacher said as they closed the lesson. Something like "Today and everyday..." that phrase helps students know what they know how to do now and need to do going forward. This is a great outline of the lesson they just participated in. This is an easy way for teachers to assess students understanding.