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This is just reviewing a students homework, test/quiz, project, etc. and allows you as a teacher to see a child's thought process or understanding through their work.
-Strength: You are able to see a child's strength and weakness (like skills or strategies) through their work along with what they do and don't understand. It also allows you to develop a plan to help progress/challenge the student based on their work.
-Weakness: It isn't guaranteed that the student did their own work or if they guessed.

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Students are given a question or statement to think about and after the time given to think, the students are asked to pair up and share their thoughts.
-Strength: It gives students the same amount of time to think. It can be used for almost anything.
-Weakness: Some students may not want to participate or the pair could get off topic quickly.

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3-2-1's are sentences that students write based on what the numbers represent, for examples 3 summarizing sentences, 2 connections, and 1 question. The things that the 3-2-1 represent can be changed or adjusted to fit the age or topic.
-Strength: It can show the teacher first had what the student understands or what they have questions about.
-Weakness: If a students has nothing to write, they could copy a neighbor.

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A summary is written when a student has read a book or an article or after watching a video/movie. They may also be written after acquiring a lot of information.
-Strength: It allows students to write their take away from the material and how they viewed it which lets the teacher understand their though process.
-Weakness: Summaries from movies and books can be found online and if a child rephrases something they find online, it technically isn't incorrect but it takes away from the teacher trying to understand their thoughts.

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Using a clicker to answer questions in class can be used as an assessment; it doesn't given names of who got what right/wrong so technically it is anonymous. As students answer the questions, the computer calculates the percentages given for each answer.
-Strength: The students are under the impression that their answers are anonymous so participation will increase. It allows the teacher to see what questions each student got wrong individually and what the class average is.
-Weakness: If a students doesn't know the answer they may ask another student.

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Exit tickets are designed for teachers to gather information on how well students are understanding material from the lessons taught during the day.
-Strength: The teacher is able to see if the student did or did not understand the lesson from today based on what the exit ticket is asking.
-Weakness: If the teacher poses an actual question as an exit ticket, students could work together to answer it or rush through it so they can leave faster.

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Peer review is used so that a student's peers can 'grade' another student's work using a rubric the teacher provides for them.
-Strength: It gives the students an opportunity to see how their peers view their work.
-Weakness: The review or grade could be biased based on the relationship between the students, like if someone gives an okay presentation and their best friend gives them an A so that they can pass.

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The students are given paddles with a happy face on one side and a sad face on the other (or use their thumbs). If the student understands the material or what is being asked they show the happy face (thumbs up) or sad face (thumbs down) if they don't.
-Strength: This is a quick way assess a student's/the class' understanding.
-Weakness: Students may say that they do understand if they don't so they don't hold the class back or so other wont hassle them for not understanding. The teacher cannot see exactly what a student doesn't understand about the project if they base it solely on the paddle.

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Kahoot is an interactive website that teachers use to give quizzes and similar to clickers, it gives the teacher immediate feedback on the percentage of students who got the question wrong/right.
-Strength: It allows the teacher to see what answers the students pick (tells who the specific number of students who chose which answer). Students typically are motived to be one of the top 5 with the most points.
-Weakness: Students may chose an answer their friend picked. Students may also get distracted easily because they use their phones to answer the questions.

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Homework is essential work that is given to students to complete at home. The work usually a review of the work that touched on in class.
-Strength: It gives students the extra practice they may need to better understand a topic.
-Weakness: Students may copy others homework or not do it at all.

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A venn diagram is 2 circles (a chart) that overlap and are used to compare and contrast 2 topics.
-Strength: The teacher has the ability to see a student's understanding based on their work.
-Weakness: Students may not be familiar with the template or may not be able to find ways to compare/contrast the topics.

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Students write their answers to questions on white boards and hold them up during a group discussion to check for accuracy.
-Strength: The students are less discouraged to answer questions because they aren't verbally answering them.
-Weakness: If a student doesn't know the answer, they may copy someone else's or not participate.

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After a student finishes reading a book that they've checked out from their school library, they take a test over the book on the computer.
-Strength: Students are assessed on the comprehension of the books. Students are also motivated to reach "AR Test" goals which are usually rewarded by parties.
-Weakness: Only multiple choice questions are given so if a student didn't really read the book and they have a general understanding of it, they could still guess and take the test.

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State assessments are tests like GA Milestones and the CRCT that are given to students to test their knowledge that they've gained from the class throughout the entire year.
-Strength: It assesses to see if a child really has learned anything. All students are held to the same standard.
-Weakness: Students don't have the same testing needs as others do. Not all students are on the same level academically as others.

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Students are given an assessment, usually multiple choice, that assesses what they've learned at the end of an unit.
-Strength: High scores may indicate that the unit was taught correctly.
-Weakness: Students do not learn at the same pace. Multiple choice doesn't always show student's knowledge.

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A midterm is test in the middle of an academic term. The midterm assesses all information taught up until that point.
-Strength: Allows the students and teacher to see what the student has mastered and what they need to continue to study.
-Weakness: Students may have test anxiety that distracts them from doing well.

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This is the 'big test' given at the end of a year, semester, or class. It touches on everything taught in classes.
-Strength: Student knowledge that is obtained is assessed.
-Weakness: Anxiety and stress can affect how the student performs.

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Typically, oral presentations are speeches about a specific topic and from there they are graded with a rubric.
-Strength: Students develop skills, like public speaking and writing speeches.
-Weakness: Some students may have anxiety or bad nerves which can affect their presentation.

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An overall report of how a student has done in their classes, usually given in grades by letter (A, B, C, D, and F).
-Strength: Displays overall understanding based on the letter grade given.
-Weakness: Doesn't show the progression or effort a student has put into making their grade.

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This is used when a individual or group presents information on a certain topic to the class. They have the ability to make it as creative as possible.
-Strength: Students are allowed to display ow creative they can be and how knowledgeable they are about a specific topic.
-Weakness: Not everyone has access to technology or experience using certain programs.

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Similar to PowerPoint, students have the ability to do something that expresses their knowledge on a certain topic.
-Strength: The student has the ability to do whatever they want and make the project as fun or creative as possible.
-Weakness: The student may procrastinate until the last moment and give poor quality work.

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Group projects assess the knowledge a group of people have about a particular topic.
Strength: The more people you have I a group, the more point of view you have to use. Students have the chance to learn from each other.
-Weakness: Someone could get stuck doing all the work.

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An essay assesses a student's ability to express their knowledge using their words by writing about a topic.
-Strength: The students have free reign of creativity and what should be included in the paper.
-Weakness: Students may not possess good writing or grammar skills needed to write a paper.

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This allows students to physically create a product that they can act out, play with, or interact with others all while showing their knowledge in whatever the performance is about.
-Strength: Students use creativity and engagement to create a successful performance.
-Weakness: Some students may be shy or have anxiety that affect how they perform.

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Jigsaw Reading occurs when students are in groups and they "jigsaw" a reading by only reading certain sections. After a student finishes their portion of a reading, they explain what they read to their group.
-Strength: It allows a group of students to show their ability to read information and condense it to an extent to present it to other. It also lets students read and obtain information faster than they usually would.
-Weakness: A student could leave out vital information from their section of a reading or misinterpret something and pass on the misinterpreted information to their group.

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https://globaldigitalcitizen.org/10-innovative-formative-assessment-examples

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Nora Scheslinger (ECE 3320; Fall '18) and Video

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A 3-2-1 prompt helps students structure their responses to a text, film, or lesson by asking them to describe three takeaways, two questions, and one thing they enjoyed. It provides an easy way for teachers to check for understanding and to gauge students' interest in a topic. Sharing 3-2-1 responses is also an effective way to prompt a class discussion or to review material from the previous lesson.

1. Ask Students to Answer the 3-2-1 Prompt
After students engage with a text or a lesson, ask them to list the following details in their journals or on separate paper:

Three things that they have learned from this lesson or from this text.

Two questions that they still have.

One aspect of class or the text that they enjoyed.

2. Evaluate Students' Responses
Use students' responses to guide teaching decisions. 3-2-1 responses can help you identify areas of the curriculum that you may need to review again or concepts or activities that hold special interest for students.

Content-Specific 3-2-1: You can modify the elements of the 3-2-1 strategy to focus on particular content questions. For example, if the class has just been studying the International Criminal Court, a teacher might have students write down three differences between the ICC and tribunals such as Nuremberg, two similarities between the ICC and these tribunals, and one question they still have.

Identifying Main Ideas 3-2-1: You could also use the 3-2-1 structure to help students identify main ideas from supporting information. For example, you could ask students to record three of the most important ideas from the lesson or text, two supporting details for each of these ideas, and one question they have about each of these ideas.

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A 3-2-1 prompt helps students structure their responses to a text, film, or lesson by asking them to describe three takeaways, two questions, and one thing they enjoyed. It provides an easy way for teachers to check for understanding and to gauge students' interest in a topic.

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Summarizing teaches students how to discern the most important ideas in a text, how to ignore irrelevant information, and how to integrate the central ideas in a meaningful way. Teaching students to summarize improves their memory for what is read. Summarization strategies can be used in almost every content area.

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Summarizing teaches students how to discern the most important ideas in a text, how to ignore irrelevant information, and how to integrate the central ideas in a meaningful way. Teaching students to summarize improves their memory for what is read. Summarization strategies can be used in almost every content area.

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http://www.nea.org/home/34690.htm

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

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https://www.amle.org/BrowsebyTopic/WhatsNew/WNDet/TabId/270/ArtMID/888/ArticleID/286/Formative-and-Summative-Assessments-in-the-Classroom.aspx

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http://teachingthroughthearts.blogspot.com/2011/07/formative-assessment-thumbs-up-thumbs.html

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Top 14 Reason Why Homework is Important - e-Skool

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Here are the top 14 reasons why Homework is important: It improves your child’s thinking and memory It helps your child develop positive study skills and habits that will serve him or her well throughout life Homework encourages your child … Continue reading →

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Venn diagrams | Assessment Resource Banks

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Information is usually presented to students in linear text. Especially when there is a lot of information, it is difficult to see relationships in this format. Venn diagrams enable students to organise information visually so they are able to see the relationships between two or three sets of items. They can then identify similarities and differences.

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http://teachingthroughthearts.blogspot.com/2011/07/formative-assessment-thumbs-up-thumbs.html

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Centre for Teaching Support & Innovation

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(Aronson, 1980)

Purpose: A jigsaw provides a way for students to learn new content and also provides an opportunity for them to teach each other what they have learned and discuss implications of the reading.
Procedure:

1. Instructor selects articles, excerpts from books or other text appropriate to course content.

2. Provide one reading per person, or longer articles can be divided into appropriate sections.

3. Divide the students into small Cooperative Jigsaw groups (e.g., 3-6 persons in each group).

4. Have each member of the Cooperative Jigsaw group silently read the text assigned. Each person will have a different reading. Time: 5-10 minutes.

5. Create new small (2-3) "Expert" groups with the individuals who have read the same material. Allow time for learners to discuss what they have read and how they might teach this when they return to their Cooperative groups. Time: 5-10 minutes.

6. Recreate the original Cooperative Jigsaw groups. Have each person teach the rest of the group the material from the text read. Time: 5 minutes / person.

7. Conclude with a key question(s) for the groups or discuss applications or implications of the ideas within the groups or with the entire class. Maybe combined with other take-up evaluation techniques to ensure that individuals understand the content.

For more information, including a graphic illustration, visit Boise State website.

Tips: This activity can easily be adapted for the large classroom. There are some strategies that make this process easier:

1. Dividing students up into groups has the potential to take a long time. Give clear instructions about the division- you don't want them to move too much and so making a suggestion that they turn and make a group with 2-5 people sitting in front or beside is a quick way to do this. Once they have their groups, instruct one representative to come to the front for the readings.

2. When you are changing over to the expert groups, instruct students to find two other experts that are in their near proximity. Instruct students to raise their arms with the number of fingers raised that represents the number of their reading - this is how students will identify others in their expert group.

3. You can put a stopwatch on the projector so students have access to the same timing that you are using, e.g., http://www.online-stopwatch.com/countdown-timer/

4. If you do not have enough time for a larger group discussion about the issues, assign questions for students to answer in an online discussion board or through an assigned reflective journal due online before the next class. Once you have read student responses, you can summarize the main points in the next class.

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#13: Jigsaw Reading - Centre for Teaching Support & Innovation

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(Aronson, 1980) Purpose: A jigsaw provides a way for students to learn new content and also provides an opportunity for them to teach each other what they have learned and discuss implications of the reading. Procedure: Instructor selects articles, excerpts from books or other text appropriate to course content.

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Compton Elementary School & Chalker Elementary School

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https://www.amle.org/BrowsebyTopic/WhatsNew/WNDet/TabId/270/ArtMID/888/ArticleID/286/Formative-and-Summative-Assessments-in-the-Classroom.aspx

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https://www.amle.org/BrowsebyTopic/WhatsNew/WNDet/TabId/270/ArtMID/888/ArticleID/286/Formative-and-Summative-Assessments-in-the-Classroom.aspx

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https://www.amle.org/BrowsebyTopic/WhatsNew/WNDet/TabId/270/ArtMID/888/ArticleID/286/Formative-and-Summative-Assessments-in-the-Classroom.aspx

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https://sites.educ.ualberta.ca/staff/olenka.bilash/Best%20of%20Bilash/summativeassess.html

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https://www.amle.org/BrowsebyTopic/WhatsNew/WNDet/TabId/270/ArtMID/888/ArticleID/286/Formative-and-Summative-Assessments-in-the-Classroom.aspx

# data[].attributes.body
https://www.amle.org/BrowsebyTopic/WhatsNew/WNDet/TabId/270/ArtMID/888/ArticleID/286/Formative-and-Summative-Assessments-in-the-Classroom.aspx

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

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https://resourced.prometheanworld.com/types-of-summative-formative-assessment/

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https://www.amle.org/BrowsebyTopic/WhatsNew/WNDet/TabId/270/ArtMID/888/ArticleID/286/Formative-and-Summative-Assessments-in-the-Classroom.aspx