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During this formative assessment, the teacher asks the students to hold up a number 1-5 on their fingers depending on how well they think they understand the learning outcome. If the students hold up no fingers or 1 finger, those students need a lot of help. If the students hold up all 5 fingers, those students understand the learning target and could possibly even teach it to their peers. This is a quick and easy way for teachers to assess an average number of who gets it and who doesn't after a lesson. Teachers usually ask this question or makes this statement at the end of class before the students get ready to leave. It also encourages conversation as a whole group as students answer the question/statement.

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1. http://www.theteachertoolkit.com/index.php/tool/four-corners
2. https://longwinglearning.com/2019/09/student-parking-lot-for-the-classroom/
3. http://www.isd518.net/Websites/isd518/images/PLC/Formative_Assesments.pdf
4. https://www.nwea.org/blog/2012/classroom-techniques-formative-assessment-idea-number-six/

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During this formative assessment, the students will fill in a graphic organizer similar to the KWL graphic organizer. The students will write (3) things that they found out, (2) interesting things from the lesson, and (1) question I still have after the lesson. After the students have filled in their graphic organizer, the teacher can then ask the students to share their answers with the class. This encourages discussion and even expands their knowledge of a topic. This formative assessment is also an easy way to ask the students what they need more help with.

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During this formative assessment, the students are given a graphic organizer with 3 columns labeled K, W, and L. The K stands for know, the W stands for want to know, and the L stands for learned. Before the minilesson, the students will fill in the K column of things they already know about the subject. They will also fill in the W column for things that they want to know about the subject. After the minilesson is over, the students will fill in the L column with things that they learned during the lesson. This formative assessment promotes using background knowledge, and encourages students to ask questions.

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During this formative assessment, the teacher usually assigns a question, statement, or sentence stem for the students to answer on a small piece of paper or a sticky note. These questions, statements, or sentence stems are related to the learning target from the minilesson taught. The students are typically given a few minutes to write their answer down, and the answers are collected as the students leave the classroom. Teachers often ask the students to write down one thing they learned for the day, and this is helpful in seeing who was paying attention during the lesson or who needs extra help. This formative assessment is a great way to assess the students' understanding of a very specific learning target because the teacher can decide exactly what to ask/say each time.

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During this formative assessment, the teacher either makes a statement or asks the students a question related to the learning outcome. In each corner of the classroom, an answer/opinion to the question is posted. The students express their answer/opinion by standing in the corner they agree with most. While the students are deciding on which corner to stand in, they are allowed to talk to each other in order to help one another and to express why they chose to stand next to that answer/opinion. This formative assessment promotes critical thinking, verbal communication, and decision-making.

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During this formative assessment, the teacher gives the students a writing/drawing prompt related to the learning target from the minilesson. The students then use what they just learned to help them write about it or draw it. This formative assessment is a great way for students to summarize and/or reflect on what was taught that day. It promotes written communication and gives the creative/artistic students a chance to draw what they learned instead of always writing it. It also gives the teacher an easy way to view the students' misconceptions.

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During this formative assessment, the students assess their peers' work, giving them both positive feedback and constructive criticism. The student provides their peer with 2 stars, also known as 2 positive compliments, about the student's work. Then, they provide the student with 1 wish for how that student may improve their work/thinking. This formative assessment is a great way for students to assess their peers' work as well as self-assess their own work. It also encourages collaboration, verbal communication, and thinking positively.

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During this formative assessment, the teacher asks the students a question, the students answer that question on a sticky note, and then the students place their answer on the parking lot chart. This chart is labeled with the students' classroom numbers, and the students place their answer in the parking spot with their number. After all of the students have answered the question, the teacher can then see who mastered the learning target and who may need more help. This formative assessment encourages students to remember what they learned in class that day, or in some cases may promote the use of background knowledge of a particular subject.

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During this formative assessment, the students collaborate in order to find the answer to a specific question related to the learning target. Think-pair-shares can be given during readings or while teaching a minilesson to the whole group. The students think for a moment, they turn to their partner, and they share their thoughts. Teachers usually ask the students to share their thoughts with the whole group afterwards. Sometimes, the teachers strategically pairs two students because one may understand the learning target more than the other and be able to provide help. This formative assessment promotes verbal communication, collaboration, and critical thinking.

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During this formative assessment, the students fill in a small graphic organizer meant to look like an actual tweet on Twitter. Although this is not created on the computer, it is still a fun way for students to share what they know or learned about the learning target. After answering the question/statement, the students then create 2 hashtags that relate to the learning outcome as well, just like a real-life tweet. Not only is this formative assessment culturally relevant, but it also encourages creativity and critical thinking.