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I really enjoy the below two strategies of formative assessment as they are quick and not overwhelming for students:

Exit Slips: This allows a quick check in of what students were able to grasp during their lesson. What they still have questions about. A quick 2 to 5 minute exit slip as they leave the classroom is all that is needed.

Kahoot: I don't generally "grade" kahoots, but I love how effective they are in seeing what students understand and how excited students get about them.

Gurminder Malik

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Formative Assessment is a type of assessment that takes place consistently during the learning process:

When I was a mathematics teacher my favorite formative assessments to do in my class were:

Self Evaluations, Self Sort

KWL Charts

Interactive games such as Scavenger Hunts, Kahoots, Blookets, and Jeopardy Games

More Knowledgeable Other, Student Becomes Teacher

Exit Tickets - Sticky notes, Padlets

Mini White Boards

Fist to Five, Finger Up

Watching body language

Actively listening during class Kagan strategies, discussions and Think Pair Shares

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Formative Assessment Strategies - Shannon Johnson

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Formative Assessment Strategies - Shannon Johnson

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Hinge Questions: These preplanned multiple choice questions are excellent for assessing student learning during a lesson. They are often written intentionally controversial to encourage student discussion. Students use their fingers to vote on which answer is correct and then will need to justify their answer. Additional students can be called in to fix mistakes or adjust options to make them correct. For example:

What is Democracy?

1.) A political system in which power is concentrated into the hands of one individual

2.) A political system in which power is distributed among citizens through voting

3.) A political system that never gives power to an individual based on royal birthright

4.) A political system that gained popularity during the middle ages (500-1500CE)

Stand Up / Sit Down: Ask T/F questions and ask students to stand up or sit down accordingly. It's a great visual representative of student learning.

Student generated factual, conceptual and debatable questions based on SOI: This can be done at the start and end of a unit to show student's prior knowledge and what they've learned during a unit. An excellent way to see how far conceptual learning has been developed.

Brainstorms: Excellent to do prior to starting an investigation to help student's analyze a topic or prompt and start to make choices about what interests them

Mindmaps: Helps students to categories and make connections based on prior learning.

Last lesson, last week, last month: This is a powerful retrieval tool but also can demonstrate what has stuck in students minds and any connections they have made to learning during a unit

Quizlet/Kahoot/Blooket: Fun ways to check in on student learning.

Peer Assessment: This can be through verbal feedback following a rubric or written feedback using a single point rubric. FlipGrid is a great tool for verbal peer feedback.

Self Assessment: Students assess their work against an exemplar or rubric.

Ticket out based on possible prompts:

I used to think...now I think...

If...then...because...

On thing that stuck with me today....

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Formative Assessment Ideas (Divya Thakur)

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Formative Assessment Ideas (Divya Thakur)

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Think Pair and Share

Think:

Individual Reflection: Students are given a prompt, question, or problem to consider independently. This could be related to a specific topic, concept, or problem-solving activity.

Students will take a few moments to think quietly about the prompt. This allows each student to process their thoughts and develop their initial ideas.

Pair:

Discussion with a Partner: After the individual thinking phase, students pair up with a classmate to share their thoughts. This pairing allows students to articulate their ideas verbally and hear another perspective.

Share:

Whole-Class Discussion: The teacher then facilitates a whole-class discussion where pairs share their thoughts, insights, or solutions with the entire class.

Kahoot

We can use Kahoot to assess the prior knowledge of students regarding a specific topic or unit. By creating a pre-assessment quiz, teachers can gauge the existing understanding and familiarity of students with the upcoming material. This not only helps in identifying the baseline knowledge but also informs the teacher about the diverse levels within the classroom. The gamified nature of Kahoot! adds an engaging element to the assessment, making it an enjoyable experience for students while providing valuable insights for the teacher to tailor instruction to the needs of the class.

Mind mapping

Mindmapping is a good tool to illustrate the understanding of relationships between different ideas or topics.

•This visual representation can reveal the depth of the understanding of students.

Peer Feedback:

Implement peer review sessions where students provide constructive feedback on each other's work.

This not only helps students improve their work but also develops their ability to assess and analyze.

Process Journal or Learning Logs:

Ask students to maintain a journal or learning log where they reflect on their understanding, questions, and areas of confusion.

Reviewing these reflections can guide instructional decisions.

Pear Deck

Pear Deck is a very good software for formatively assess the students. It  allows educators to create interactive slides within Google Slides. These can include multiple-choice questions, open-ended questions, drawing activities, draggable items, and more.

Real-time Feedback:

Teachers can see students' responses in real time as they interact with the Pear Deck slides. This immediate feedback enables teachers to gauge student understanding on the spot.

Exit Ticket

Exit ticket is an ideal way to end the class. It will provide feedback to the teacher about the class. We can ask following questions from the students to know their understanding :

"Summarize the main idea of today's lesson in one sentence."

"What was the most challenging concept for you today?"

"List three key takeaways from today's class."

"How would you apply the knowledge from today's lesson in a real-world scenario?"

Mentimeter

Mentimeter help the teachers to create live polls to gather opinions, preferences, or feedback from participants. This can be particularly useful for gauging student understanding or opinions on a specific topic.

Word Clouds:

Mentimeter generates word clouds based on participant responses. This is effective for visually representing the most commonly used words or ideas submitted by the audience.

Open-Ended Questions:

Educators can pose open-ended questions, and participants can provide text responses. This is a great way to encourage critical thinking and articulate ideas.

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- learning map: in IH most concepts are based on what the concepts is, why it happened, what was the impact. so as a formative i often ask the to make a mind map to show the connection between the ideas/ concepts.
- think-pair-share: often as recap i begin with this strategy. i give an opening question that students think, discuss with a pair, and share with the class.
- reflection entry: at the back of their notebooks students dedicate pages for reflection. after three lessons students are supposed write a reflection about their learning which they hand in after the week and that is our standing point for the next week's lessons

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At our school, science has a program for formative assessments and summative assessments called STILE.
This program has many interactive formative assessments that the kids like.
For example, we are entering ecosystems, and the students will be able to create their own ocean ecosystem, including plants and animals. They will learn more about producers and apex predators, and how you still need the sun for energy.

Besides this, I do an ongoing journal for the year, whereby we do a beginning of the class Catalyst to start our ideas flowing. I often do journal activities too.

My opinion for grading formative is this. Kids want their items graded, it makes it seem more valuable for them to participate.

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3-2-1
Write down three things you learned
Write down 2 things you found interesting
Write down 1 question that confuses you

Classroom discussion while notetaking and building on prior discussion while reflecting on their previous ideas.

Think Puzzle Explore
Puzzle new ideas with prior knowledge
Generate ideas and develop curiosity by exploring

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Peer and Self-Assessment Checklists:
Provide checklists or rubrics to students that outline the learning objectives or criteria for success. Have them assess their own work or the work of their peers based on these criteria, promoting self-reflection and metacognition.

Concept Maps:
Ask students to create concept maps or graphic organizers to visually represent their understanding of a topic or unit.

Classroom discussions:
Engage students in rich and meaningful discussions related to the subject matter. Pose open-ended questions, encourage students to share their ideas and perspectives, and assess their contributions to the conversations.

Observations:
Observe students during class discussions, group work, presentations, or practical activities. Take note of their engagement, participation, understanding, and application of concepts, and provide immediate feedback or guidance as needed

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For I&S some of the Formatives i like to use are:
Skits/Role-plays - Helps to get students speaking on a topic, moving about the classroom and engaging some creative thinking. Generally this would work with giving students a scenario and having them act it out, helps clarify their understanding on a topic, usually do this in groups with having their peers ask questions afterwards about it.
Comic strips/Memes - Two approaches for this, either students create it from scratch or else have them fill in a comic strip (I have a series of blank Calvin and Hobbes strips that they can add text to) or else give out a series of famous memes and have them adapt it to current topic
3-2-1 - Lots of source analysis (OPVL) covered for this topic so a useful way to get everyone involved would be pictures/cartoons and answering 3 things i can see, 2  concepts and 1 big idea
Twitter/Tweet - A slight twist on this, sometimes do a tech free version of twitter, students have to summarize or highlight an issue in 140 characters. Also use Teams then for online twitter discussions, with groups responding to each other messages.
Quizziz - Do this as ungraded assessment, sometimes even at the start of a unit to get some ideas on students prior knowledge of a topic
Canza - Group work, print these off and then have them displayed in classroom. Useful as reference points for students to guage their own progress

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Best image I can find for what seminars look like!

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Many of my preferred formative ideas are already here, and it warms my heart to see so many interesting ideas about how to engage students in reflection and continued development. Here are a few highlights:

Concept/Inquiry Statement Tracking

I still use KWL (as well as KWHL) quite frequently. I will make 2-3 charts and we will return to them from time to time (every 2 weeks in longer units). We will build the Learned column as we go and add to the Want to Know column throughout the unit.

I regularly use small group Socratic Seminars, usually 2 conversations per text that we read in English class (one at the 1/2 way point and one at the end). They are largely student directed and I only add in questions towards the end if they haven't quite linked back to key concepts or statements of inquiry for the unit. Or I probe/follow up to take them a bit deeper.

Daily Checks

I use LOTS of daily techniques (five finger checks, thumbs up/down/etc, make a face to represent understanding, etc) to take the temperature of the room. All mini lessons have reflection questions for think-pair-share opportunities build in.

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When we start a new unit of Inquiry I absolutely love using :

- Mentimeter
to gauge the general understanding of the content we are about to study. I start with a most general question and we 'measure together what everyone feels is the answer. The app will show the most common answer in a form of a word cloud.
- exit tickets
At the end of every lesson. I usually create 3 tickets with the questions about the most important things we have learnt on the day. Students line up and choose one question. One answer- one exit. If the answer is unknown - the student goes back to the end of the line. there is a fair chance they will review and learn form listening to the answers of others

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Hi everyone, I try to assess students formatively to assess how well the process of learning is coming along for them. I make it informed so that students may self reflect. It is equally important that students gauge their understanding too. Here are some strategies I use:
1. Brainstorming: I take responses on the given topic/objective from students of the lesson prior to the current one.
2. KWL Charts: I assign students KWL charts that they fill before, during and after completing the unit. They have access to these KWL charts to self assess also.
3. Summarizing: I ask students to write the summary of a certain topic at the end of lesson or start of next lesson within 5 - 7 minutes. This I do sometimes using sticky notes at the end of lesson to write the names of main terminologies used in the lesson.
4. Worksheet/Practice
5. Using media i.e. Padlet Wall:  these I use to ask students to comment on a certain concept or comment on their understanding of SOI.
6.  Kahoot group quiz: It is an interesting way of bringing energy in to classroom.
7. Asking questions at the beginning of a lesson to recall prior knowledge.
8. I sometimes ask them to draw rather than write what they have understood or choose a medium they would like to express in.

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Hi all,
Below are the formative assessment strategies that I've used:
1. Teacher's observation
2.  Individual Dialogue.
3.  Editing work with individual students
4. Student's self-assessment.
5. Oral review through questions
6. Role-plays.
7.Kahoot.
8. Exit ticket.
9. Short presentations
10. One sentence summary

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Here are some ideas for formative assessments that we use quite often at our shool:

Quizzes: Kahoot!, Quizlet, Socrative, Top Hat

Video-based assessment: Animoto, Flipgrid, PlayPosit

Discussions: Backchannel Chat, Discord, Top Hat (with anonymous discussion capabilities)

Whiteboard or note taking tools: Dotstorming, Padlet, Limnu

Tools for Humanities classes: Annotation Studio, Audacity, Canva, Top Hat

We believe that it's a good way to keep all the students (including those who study at our school remotely) engaged in the learning process and keep up with the rest of the group!
(Vera ana Margarita)

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Hexagonal thinking: Every key ideas and concepts are placed on a hexagon. Every hexagon can connect to 6 others. The goal is to make creative and innovative connections, and defend them well. There is no right answer in hexagonal thinking. The point is to go beyond the surface to connect ideas in new ways. Students may debate the possibilities and explain their connections. Then they can glue the hexagon on the chart paper. This will help us observe students' understanding and where there are at in a creative way.  https://www.cultofpedagogy.com/hexagonal-thinking/

Nearpods:

Nearpod is a hybrid learning must-have tool as it intuitively combines multimedia learning with digital assessments. It allows us to ask questions while students watch a video. Students can collaborate on the digital whiteboard - they can draw as well. There's a quiz feature so we can formatively assess students understanding very easily.

(Sumika)

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I love using visible thinking routines. Some of my current favorites for lang lit are:

Step inside (link) for literary texts and visual texts like photos or paintings

Circle of viewpoints (link) to explore characters in literary texts

See Wonder Connect x2 (link) for visual/multi-media texts

Lenses (link) for literary and non-literary texts

Socratic dialogues and fishbowl discussions are also an excellent way of gauging what students are interested in, curious, and confused about in relation to a given text.

Sometimes I use Kahoot games to gauge the comprehension of texts, but I prefer conver-stations (link) either with short extracts from the literary texts or images/visual texts.

I also love letting my students take the wheel in leading discussions either about the contexts relevant to the texts we're discussing or analyzing certain parts of the texts themselves after I have modeled analyzing a section (extracts) or text (poem, poster, etc.) with them. When I do this, I give my students time in class to prepare and to consult their ideas with me for feedback to improve. I usually provide them with options for leading the discussion such as this list from the cult of pedagogy (link), but sometimes I get really creative strategies from my students like using Jeopardy or musical chairs. :)

Hope you get some ideas from my current list. I am also looking forward to learning from you!

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Hi, the following are some formative assessment methods that I used quite often:

Teachers' observation

dialogues among students

teacher conversations with students

role plays in class

presentations

student self-assessment

video/audio/photographs

Yes/No Chart

Three Questions

Venn Diagram

Exit ticket

class quiz

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Formative assessment tools (Chaojie Xiang)

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Formative assessment tools (Chaojie Xiang)

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Padlet:  we use padlet a lot for students to present their understanding also comment for each other.

Toddle:  students’ submit their work and teachers could comment on very efficiently.

Flipgrid at the link: https://shakeuplearning.com/blog/flipgrid-the-go-to-remote-learning-tool-suls080/, a video discussion platform, that allows students to respond to questions, topics, and reflect using video. Students can also respond to each other, leave comments, and more.

Think-pair-share: one of the simplest formative assessment strategies. As a classroom practice, the teacher asks a question, and students write down their responses. Then students sit in pairs to engage in effective classroom discussions about their answers. The teacher moves around the classroom and gains insight into the students learning process by listening to students' responses. Then, the students share their answers with the whole class.

Admit/ Exit Tickets

An Admit/Exit Ticket provides a simple but useful formative assessment type. An Exit Ticket is a small index card or piece of paper, on which they provide an accurate interpretation of the current topic taught in the class, and then they discuss more of the topic. The learners deposit their exit slips when leaving the classroom. Admit Tickets. are used as the students enter in the class. They are used to check student learning by answering questions about the homework or what was taught the day before.

From Chaojie

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In language and literature classes as  Formative, we can use online games like Kahoot, Quizlet, blooket,
For deeply analyzing  literary extracts  tables like  Cause and Effect, Mind Map
Determining  true and false  through Pear deck
If we are working on vocabulary it can be used Frayer model
The Court game model is also very effective in literature classes.
Students are divided into two groups, one of them defends the character in a poem, and the other groups accuse this character and look for arguments to indict him.
This role-playing game focuses on extracting ideas from the text, the strategy of in-depth analysis, and the process of thinking and supporting one's own opinion with arguments.

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The One-Pager

The One-Pager is a single-page response that shows a student’s understanding of the text. It is a way of making representation of one’s individual, unique understanding. It is a way to be creative and experimental and respond to reading imaginatively and honestly. The one pager assignment is a perfect assessment for students to showcase comprehension, synthesis, analysis, and evaluation skills

Kahoot formative assessment

Formative assessment seeks to determine how students are progressing towards a certain learning goal. The task of a teacher is to track learning progress of a class, whether through quick check-ins or more formal assessments, and use these insights to improve teaching based on students' level, strengths and weaknesses

Text Rendering

Text rendering, is a type of formative assessment, that evaluates students on their ability to read a document and pull out the main idea and supporting details. It falls under the key strategies of comprehension and student engagement. Students breakdown the main idea of a text or document, into a sentence, phrase, and single word form; this should done without losing the premise of the document.

Concept maps

Concept maps can be used as an in-class or online activity to stimulate discussion; as formative assessment to show how well students have understood a topic; or as a diagnostic assessment to assess their prior learning

Safa Ayyad

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Mind Maps: are particularly useful in making connections and exploring the bigger idea in unit/chapter taught.

Peer marking: using the assessment criteria/rubrics for guidance, I find peer marking to be a helpful tool for students to read assessment components and digest marking criteria.

Trapped:  I have used this particular game strategy to prepare students for skill based assessments that require document reading and de-constructing.

Simulation:  one of my classes’ all time favorite is simulation games where students get to relive part of the lesson and develop a critic to the events or the strategies that could or should have been implemented to avoid/gain an outcome.

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1- Socratic Circle
This is one of my favorite  assessment strategies for literature. Students enjoy creating, analyzing and observing as well as take ownership of the direction and flow of conversation. It allows for speaking and listening skills to be demonstrated using higher order thinking skills in a more realistic environment as peers are either facilitating, asking and/or discussing.
Brief Description from School Handbook:
Seated in a circle, students explain their thinking and respond to the open-ended questions. Socratic Seminars consist of four basic elements:

Text: Content related poems; stories; essays; primary or secondary source documents; problems; articles; pieces of art and music; and anything rich in ideas, issues, and values

Questions: High level questions created by participants and/or the instructor, open-ended questions that usually have no right answers.

Leader: Plays dual role of leader and participant, frequently presents the opening question before moving into a participant’s role.

Participants: Study text in advance, actively listen, share ideas, refer to the text for support and clarification.

2- Menu
This assessment strategy enables ownership through choice for students. As students decide on the menu items, they reflect on the ones that tend to serve their abilities and interests best as well as contribute to completion of the "main dish" effectively.
Brief Description from School Handbook:
Appetizers (Negotiables)
• A list of assignments or projects
• Students select one item to complete

The Main Dish (Imperatives)
• An assignment or project that everyone must complete

Side Dishes (Negotiables)
• A list of assignments or projects
• Students select two items to complete

Desserts (Options)
• Optional but irresistible assignments or projects
• Options should be high interest and challenging
• Students choose one of these enrichment options

Yasmine Halima

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I do formative assessment in some different ways: 

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I do formative assessment in some different ways: 

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In mathematics,

students get their written homework of several questions and I will feedback on homework everyday. Not only about whether it is correct or not, also about the process of thinking and how to write it properly. The next day, I will choose several problems students have in common to discuss in class.

I have vocabulary tests every one to two weeks to check if students has master the key termonology used in class.

We play some Kahoot games every week to check for students' understanding.

Every class, students will have some small discussion and reflection about some ideas and concepts.

Students are also asked to tell about one vocabulary, one concept and one skill they learn at end of class.

At end of each unit, students will have  exit card. Students reflect on what they learned, which topics they find interesting, which part they still have difficulities and how they want to improve or what they want more/less in the class.

Qiao Ye

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Finding Incorrect: (i) I, once/twice a week, provide some modified worked solution of a few problems by incorporating a few mistake, and tell students to identify mistakes and to note down their observation. I also suggest them to correct the mistake and show me the correct solution.
Know it! Show it! It provides data on the student's levels of understanding. This assess student learning mid-lesson.
Tell another student, and compile the answer.
Say the correct answer together.
Tab the answer with a sticky note flag.
Role play to create a simulation.
Demonstrate and tell the process you used.
Response cards: I do this activity almost everyday. I write " I know! I don't know! Understand! Lost!"  I make cards with two or more possible answers. Student choose a response by pointing to his/her answer. I use it for an informal assessment activity.
High Five: In this strategy I use the numbers from 1 to 5 to rank personal knowledge level or understanding of the current topic or skill. Name the subject, skill, concept, or topic assessed. Say " 1, 2 , 3 , show me!" Each student shows the appropriate number of fingers as indicators of their level of knowledge and understanding.
(i) I understand it and can explain it.
(ii) I can use it but can not explain it.
(iii) I'm growing but I need help.
(iv) I'm starting to understand.
(v) I am totally lost.
A Bump in the Road: Student writes a problem  or question at the top of a piece of paper. The learner passes it to three to five students in the class to obtain their suggestions for improvement or answers to the question. Each student initials his/her response to overcome the bump in the road.
Mind Maps/Sketches from the mind

Short Duration tests: Sometimes pen-paper tests.
Regards,
Tarun Seth

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Think-Pair-Share

As a classroom practice, the teacher asks a question, and students write down their responses. Then students sit in pairs to engage in effective classroom discussions about their answers. The teacher gains insight into the student learning process by listening to students' responses. Then, the students share their answers with the whole class.

Admit/Exit Slip

An Exit Ticket is a small index card or piece of paper, on which they provide an accurate interpretation of the current topic taught in the class, and then they discuss more of the topic. The learners deposit their exit slips when leaving the classroom. Admit Tickets are used as the students enter in the class. They are used to check student learning by answering questions about the homework or what was taught the day before.

3-2-1

At the end of the learning, this strategy provides students a way to summarize or even question what they just learned. Three prompts are provided for students to respond to:

3 things you didn’t know before

2 things that surprised you about the topic

1 thing you want to start doing with what you’ve learned

Traffic Lights

At the beginning of the lesson, the teacher shares the learning intentions and the success criteria with the students. Students write these in their notebooks. Then the teacher uses “traffic lights” to activate students as owner of their own learning by having the students assess the extent to which they have achieved the intended learning. Students do this by circling the learning intentions in their notebooks in green if they have confidence they have learned the learning intention, yellow if they feel they have partially met the goal and red if they feel they have not learned what was intended.

Tic Tac Toe

A collection of activities from which students can choose to do to demonstrate their understanding. It is presented in the form of a nine square grid similar to a tic-tac-toe board and students may be expected to complete from one to “three in a row”. The activities vary in content, process, and product and can be tailored to address DOK levels.

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2 strategies I’ve used to build and assess understanding of the design process:
1) design cycle talks- simply circling up around a large image of the design cycle and asking, where were you in the design cycle today? Students then share the activity they did and relate them to one or more areas of the cycle.
2) weekly google form check in- similar to design cycle talks but in google form form. Same questions each week but asking about specific areas of the cycle as well as reflections on what went well/not well and what they would like to try in the future.

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* Think-Pair-Share:
I like to do this to illicit 3-5 things, they know or want to know or have a question about.
* Gallery Walks:
Students respond to posted questions - usually in pairs for added support for those that need it, occasionally trios if needed.
* Mind Maps:
Key idea in the middle circle surrounded by what they know & at least 1 or two questions they have.
* Fist to 5:
A quick check on how everyone is doing with our understanding:
Fist=lots of confusion or even disinterest
3 Fingers=kind of confident & why
5 Fingers= I got this & feel AWESOME!!
* Exit Ticket
"What I learned today/this week/during this unit" or "1 question or point of confusion I have is....."

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Canva: We use Canva in process evaluation studies, especially to make presentations on the basis of group work, to prepare posters and brochures, to create videos, and to prepare cartoons.
Padlet: We use Padlet by creating a history strip, brainstorming activities, discussion questions, commenting on the case study, creating a wall in studies using station technique.
Learning Apps& Wordwall: We use Learning Apps and wordwall for reinforcement purposes at the end of the topic and at the end of the topic. By creating a class, we follow the students' work in the statistics department and give feedback.
Phet & Gizmos: We use the Phet and Gizmos virtual laboratory application in the experiments to be carried out in the process and in the result evaluation studies where the B-C criteria are evaluated.
Kahoot: We use Kahoot's multiple choice and ranking-based assessments at the end of the topic.
Scamper: We identify a problem or issue that we want to think about.
In order to solve the problem, we ask questions at every step and ask the students to produce new ideas.
KWLH Chart: The kwlh chart is used for brainstorming, focusing on reading and gathering information.

Gallery Walk
Venn Diagrams
Exit Tickets
Mind maps
Thinking Hats

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kahoot- I use Kahoot regularly. If you create a quiz with images, it could be easy even for English beginners.
Quizlet is used for vocabulary building and self-learning.
Hand signals - to show how much they understand after the instruction.
Think-Pair-Share- I use it all the time. Students can organize what their opinions are first. It is easier for students to speak and share ideas. I always encourage students to write what they think first.
Peer/Self feedback- What did they/you do well? What can they/you do better for the next time?

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Kehinde Oyederu: Formative Assessment Strategies

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Kehinde Oyederu: Formative Assessment Strategies

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Open Ended: These are questions that cannot be answered with a simple 'yes' or 'no', and instead require the student to elaborate on his points. Open ended questions help teachers see things from a students perspective as you get feedback in their own words instead of stock answers.
Think-Pair-Share: This strategy requires students to (1) think individually about a topic or answer to a question; and (2) share ideas with classmates.
Exit Tickets: Or "Ticket to leave" is an ideal way to end a class. It provide feedback to the teacher about the class; require the student to do some synthesis of the day's content; challenge the student with a question requiring some application of what was learned in the lesson.
Vocabulary Word Search: Word search games covering vocabulary from the topic just learnt.
Hand/Body signal: Thumbs up/down
Kahoot or Quizlzz
Question/Suggestion box
I see, I think, I wonder
Flipgrid

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Online Games/Activity: Kahoot, Quizlet, Quizizz, Nearpod - this is my favorite type of formative assessment; students love competiting and games and this is the best way to engage all students

e-Notebook: now that every student has a Chromebook, I can check in daily on student work.  The daily notebook consist of a warm-up, notes, classwork, and exit ticket.

Think-pair-share: encourages students to independently work, communicate their thoughts, and verbalize what they have learned

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Formative Assessment

Open Ended questions: That lead to inquiry and discussion on a topic.
Diagnostic questions: as a Pre or Post Assessment.
Compare and Contrast using Venn Diagram
Exit Tickets-

Think-Pair-Share: Where students are asked to share their thoughts or understanding on a topic or an open-ended question.

Peer assessment

Making Thinking Visible strategies (MTV): Any of the strategies can be used as an assessment tool since it informs us of students’ knowledge, understanding, and attainment of the objectives we set out.

Can be (

·      Connect-Extend-Challenge, which is the same as KWL chart,

·      I used to think…but now I think…. Assesses students’ knowledge and understanding and how it brought a shift in their perspective or viewpoint,

·      What makes you say that? To help students explain what students see, know, or understand,

·      CSI (Color-Symbol-Image)-brings life to concepts, ideas, & understanding by asking students about a topic and what color, symbol, & Image this topic (concept) made them think of and the reason why.

·      Making Connection-how students relate one idea/topic/concept to other ideas or topics (from simple to complex or elaborated)
They can use a Concept/mind map here

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There are a few strategies on this padlet that are new to me but the ones I use regularly include:
- Observation of Body Language
- Think-Pair-Share
- Kahoot/Quizziz
- Gallery Walk
- Peer Assessment
- Venn Diagrams/Mindmaps on the Board

A few additional strategies I use include:
- Fishbowl - This includes splitting the class into 2 groups; one sits in a circle in the centre of the classroom while the others form a concentric circle outside them. The students in the inside circle discuss their understanding while the outer circle listens, takes notes and lists questions that may arise. I later allow the outer circle to clarify these doubts.
- Class Tweets - The restrictive word count allows for students to write their understanding very concisely while allowing them room to be creative with their #hashtags. The informal tone allows them to be candid and some even throw in GIFs. A twist to this strategy is when students write a tweet as a character of a novel we're studying or as the author/poet themselves. This helps highlight their understanding of the characters.
- 6 word summaries - I use this after having explicitly discussed a concept and its various applications in multiple real-world contexts. I then have students write a 6 word summary of their understanding of the concept. (This is something I learned from doing an IB workshop!)
- What's the Question? - Sometimes I hand out anonymous pieces of student work (even from other grades) to a class and ask them to figure out what the question/task was. Once they figure it out, I let them know what Criteria was being assessed and they grade the work as well. Students really seem to enjoy this and it gives them a fresh perspective on their own work.
- Creating Infographics or Social Media Profile Pages - This is a fun and creative way to have students present their understanding of a concept or character in a visual format. It worked really well during online learning too.

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Formative Assessment - not much left to add

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Formative Assessment - not much left to add

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Two things I don't think I saw
1) Homework surveys - I used Google forms to conduct daily surveys on student feelings on the previously assigned practice problems - simple scale Happy, Meh, Sad, I didn't do it
- any question numbers or concepts to review in class
- I want more practice with .. .
I could tell quickly what I needed to cover, and what I didn't.  The last question helps students articulate their struggles (rather than "I didn't understand anything").

I also wanted to mention using "exit tickets" as a way of quickly diagnosing the success of the day's lesson

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Discussions:  In small groups,  students can talk or write about what they found interesting or enjoyable in a text. They can be given a list of guiding questions to structure the discussion.

Socratic dialogue on a given topic linked to the unit

Webquest and presentation in the form of a comic strip on an author's background or a scene from a text

Students get in pairs and create a presentation followed by a quiz based on the extracts assigned to them

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Formative assessment strategies (Camilo S)

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Formative assessment strategies (Camilo S)

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This padlet contains really good strategies. Thank you very much to all the people that share their ideas. These are my two cents:

- Diagnostic questions: I am becoming a fan of using well designed multiple choice questions to assess students' understandings and, more importantly, misunderstandings. I used them as entry / exit tickets.

- One-to-one work in the board: after a small quiz or check-point, I call pairs of students with a similar misunderstanding and work with them one-to-one in the board.

- Daily homework: check students' doubts and mistakes. Provide / collect answers in an efficient way so students can identify their mistakes and ask questions.

- Pre-tests: to have a clear picture of what students know at the beginning of the unit.

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Formative assessment strategies: (Tina Martins)

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Formative assessment strategies: (Tina Martins)

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I am very lucky to have smaller learning groups which means I can give my students more individualized support and I can see where they are.

I  also use:

- Hand signals/ body language

- Venn diagrams

- Gallery walk

- Mind maps- students create a mind map on a unit

- Brainstorming in small groups- students write down what they know about a specific theme/ topic at the beginning of the lesson and before leaving the lesson they add with the same group what they have learned.

This can be one on a weekly basis where the new learning will be added on the same document in a different colour.

- Two stars and a wish- it is a good way to get feedback from students and understand where they are.

- Peer assessment: students give feedback on colleague’ s work/ presentation:

what did they really well? (2 examples)

what could they improve for next time? (1 example)

- Self- assessment after a presentation:

What went really well?

What could they improve?

- Kahoots or Quizlet: Alone or in pairs they create their own kahoot/quizlet and share it with the class. It is a good way to revise the vocabulary/ units and also preparation for the summative assessment.
- Learning journal

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Peer/ teacher feedback- 2 stars/ compliments and a wish,

Hand signals (thumbs up/ down)/ stop and go cues to stop or slow down or keep going/ four corners to show the diversity of perspective or understanding

Entry and exit tickets to support knowledge and questions

Students teaching or applying knowledge/ skill that they have learned to a new concept

sentence/ 3 words/ paragraph to sum up learning.

Think-pair share/ collaborative visual and share

Self- evaluation/ reflection

quick quiz/ game/ poll

Venn Diagrams to compare a concept

interview or one-to-one discussion

Gallery walk

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1.  participation cards for discussions (each student has three cards—“I agree,” “I disagree,” and “I don’t know how to respond”) and thumbs-up responses (instead of raising a hand, students hold a fist at their belly and put their thumb up when they’re ready to contribute). Students can instead use six hand gestures to silently signal that they agree, disagree, have something to add, and more. All of these strategies give teachers an unobtrusive way to see what students are thinking.
2.  colored stacking cups that allow kids to flag that they’re all set (green cup), working through some confusion (yellow), or really confused and in need of help (red). We use these in math by attaching a red and green cup together and they can flip up red if they need help or green if they are good.
3. Ask students to explain the “muddiest point” in the lesson—the place where things got confusing or particularly difficult or where they still lack clarity. I really like this idea.

Beverly Harper

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I just read the amazing ideas and loved the contributions from the team.

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I just read the amazing ideas and loved the contributions from the team.

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Sharing some that I did not see yet :
1. Peer quiz : Learns enjoy quizzing each other and they are able to form questions and validate answers. They are always alert.
2. Role play : Role play is an interesting way to perform or act like a character. works very well for LA and L&L
3. Debates : Works very well in I&S
4. Hot Potato : Hot Potato is a fast-paced cooperative learning structure that promotes the contribution of a range of different ideas.
5. Write reflections on padlet : Just like we all a doing in virtual context works well for students.

RICHA MEHROTRA

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Kahoot and Quizizz apps:
I am using them weekly, Kahoot is after the lesson and Quizizz is at weekend. We are connecting in Zoom and giving them code to join Quizizz. (Kids love this)

Cause and Effect charts:
I think this must be in Science subject. Students know why they learn that topic and I am requesting from them to give examples if necessary.

Science Probe:
The science probe is an exploring activity after the lesson, I am giving one case or happening and let students link their learning to that case.
Example: Jenny put an ice tray in the freezer, and then she did not use a long time. Once she needs some ice cubes, she took the ice tray and realized that the ice cubes are smaller than she expects. What do you think ice cubes sit longer time in the freezer, getting smaller in size?
You can answer this in the comment:)

Exit Ticket:
There are certain points to exit, I use it, individual or group. If the students reach expected points then they exit, if not they are given extra questions until they exit.

Gurcan

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1. Sharing learning goals through Q&A

-What are the learning goals?, Why are the learning goals important?, How do they relate to what has been learned before? Ask questions such as, and think

-Think-pair-share_ with a partner

-Share with the entire class

2. Top 10 list

- A technique to create a ranking list by selecting the top 10 most important concepts or ideas in a unit or class

3. Contrast, comparison chart

-Use graphic organizers, Venn diagrams, T-charts, and two-dimensional grids to highlight the similarities (comparison) and differences (contrast) of things or people

4. Write paragraphs using key words

- Techniques in which students list key words about the topic they have studied, draw pictures or symbols that summarize the topic, and use the key words to form a paragraph summarizing their learning

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In the Art Studio, we use formative assessments all.the.time.
Many times because we are in a visual space, formative assessments happen as regular visual check-ins by the teacher and inform the direction of teaching.   This happens daily and many times even during one class period.

But here are some familiar strategies with a twist that work well as peer formative assessments:

1.  Post-it note critiques:  Observe one positive attribute and one suggestion for a peer.
2.  Popsicle stick critique: Randomly choose a popsicle stick (with random project-based questions) and answer the question about another peer´s artwork.  Both partners must share about the other´s artwork.
3. Kind of elementary but the kids love it, and it is great team building:
Compliment a peer with the following icon:
HAND, DOLLAR, HOUSE, FRAME:
Hand- Great craftsmanship (neat, tidy, or skill)
Dollar- I would pay for this! (has value)
House-  I would hang this in my house! (look at it daily)
Frame-  This could hang in a museum! (looks professional)

Best, Christina

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This is one of my favourite techniques by psychologist Edward De Bono. It's amazing for group discussions, and you can shuffle this method in any combination and distribute the roles accordingly! The most obvious approaches are to either have your whole class shift together from one hat to the other or have the students divided into 6 groups arguing 6 different points of view.

Copying this text from Think2make, as they have explained the method in a simple and clear way:

White hat: this one represents a neutral and objective point of view. Otherwise speaking, you should give perspectives based on existing data, without any judgement. Remember however that here you share opinions and not actual facts.

Red hat: in contrast to the white hat, here the goal is to bring your own opinions, based on your emotions, intuition and judgement. No negative feedback should be made from other members of the team on what the person thinks. As during any step, you want each candidate to express themselves freely.

Black hat: this time, give negative opinions. Share with others why you believe the project is not promising, show all the problems you think will interfere and the project from being successful.

Yellow hat: oppositely to the black hat, this one brings out all the positive aspects of the idea. It means that you show motivation at this time and give the reasons why you believe so much in the project, why it will be a real success. On the other hand, stay down-to-earth, being positive does not mean being incoherent with your statements.

Green hat: here, be imaginative. You need to find creative alternatives helpful to answer the defined problem. To validate the detected solutions, you can go through the black and yellow hats.

Blue hat: we can call it the disciplinary hat. The person given this role should mainly supervise the whole session. In other words, this supervisor is in charge of defining the problem and the context of the exercise, or also the objectives that need to be achieved. He should also determine which are the retained ideas and make a statement of the project progress.

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Formative assessment strategies I like to use

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Formative assessment strategies I like to use

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Maths Graffiti: This works particularly well after a summative assessment task but I have also used it during the teaching of a unit. Students are assigned a topic or concept of Mathematics. They then have to produce a graffiti table that explains the Mathematical concepts. They normally do this in pairs by researching the topic. They then have to write their own question for other students to answer. Then the students "carousel" around each table and see if they can answer the questions written by their peers, using the tables to help them.

Google forms:
I use this simple technique a lot in my teaching. Essentially, I will assess students' understanding of some key ideas using questions written on a google form. After their responses are submitted, I give them a pre-made "FIX IT" sheet. This sheet provides them with information on where to practise further questions on areas that they got incorrect (usually using online platforms). This works well at the beginning of a unit so that any gaps in students' knowledge can be addressed.

Knowledge organisers:
Students are asked to complete a mind map on a particular unit. This allows them to see connections between topics and check their overall understanding. I have sometimes allowed them to use these as support during summative assessments.

Online platforms:
During the online teaching year, me any my colleagues have made use of Goformative a lot in our teaching. This website allows you to make "tailor-made" worksheets and you can choose how the students respond to each question. The website allows you to see students' answers and track their progress. I also use other maths based websites such as dr frost maths which allow you to see students' responses to questions easily.

Dennis.

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Grow and glow: After a presentation etc. the student will mention one thing that they excelled in and one thing that they could have improved on referring to what they have covered in class. The peers are also asked to give a glow and a grow to their fellow classmate.
Outwit: The students are split into small groups. They each have a turn to present their work to the group. The group members listen carefully to their ideas and then bring up something that the student hadn't considered in their brainstorming or planning. The student will write down all the feedback from their peers and then mull it over and present it to the teacher in the next lesson, reflecting on their progress.
Kahoot: Ah Kahoots are the best especially when the music is on! So much fun! Get the students to divide into small groups, pairs or as individuals. they need to design their own kahoot on the specified topics. The class then gets to play each one. These kahoots are then saved and a number built up over time which can be used to prepare for the summative assessment.
I see, I think, I wonder: the class is introduced to a new topic. At the end of the lesson that are encouraged to finish each phrase and place in on a post it. They then are asked to put each one on the relevant coloured poster board that has each title written above. they are asked to read each others and respond to one other student.
Peer group crit: The class is divided into small groups with their work in front of each other. the students give each other feedback about their progress. they need to substantiate their comments.

Bronwyn De Matos Ala

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❤ I really love the saying from Module 3 - action 3 : "When the cook tastes the soup, that's formative. When the guests taste the soup, that's summative."

Pear deck: This is a program that builds engaging instructional content, right from google slides. It can be considered interactive because students can type, draw, vote and answer with their own devices and they can share all the opinions on the screen. I love to make formative tests with this because all students can see what others think and say, which makes them willingly participate in the activity. Also, I can grasp students' difficulty right away during the activity using pear deck and this helps me to design the following activities.

Liveworksheets: This is an interactive worksheets maker which helps both teachers and students to check students’ understanding of the lesson objectives. I particularly like it because I can make various forms of quiz items; multiple choice, checkbox, drag and drop, listen and write, short answers and so on. The variety of items raise the possibility of valid assessment and motivate students in the assessment itself and learning.

Conferencing: I personally like 1:1 conferencing after observing a student's performance or outcome. This is because I can get more information from the student and fully understand the student’s learning process. However, the biggest problem is time. I am very busy with classes and other administrative work, so it is not easy to have enough time for 1:1 conferencing. So what I have tried is that I design a task which consists of small steps and I choose master students for each step. And each master student takes one station for each step. The rest of the students who are not a master yet, they visit stations and they can talk 1:1 with the master colleagues about their performance and outcome. I circulate stations and join the conference. When it works well, students can have feedback from both the master student and the teacher and the feedback will help students to improve their performance.

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Think ink pair-students answer a question in writing and then pair with another student to discuss.  Teacher circulates and captures student learning.
Carousel Brainstorming groups of 4 or 5 students write down everything they know about the topic before, during and/or after a lesson.  Teacher circulates to listen to the discussion.
Gallery walk students walk around the room and answer the various questions posted.
Two stars and a wish have students provide feedback for an anonymous piece of student work. Students review the work of a partner, students review there own work.

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Mini whiteboards

I use this strategy which  I find very helpful in deciding next steps. I use it either before the lesson (recapitulation), or in between the lesson (hinge-point) or at the end of the lesson depending the need of the lesson. Students write down the answers on mini whiteboards and raise it for teachers to quickly get a general feeling of the response.

Kahoot

This is students favourite and gives both teachers and student instant feedback

Four Fingers (ABCD)

When students have to choose between 4 options then raising 1, 2, 3 or 4 fingers indicating A, B, C or D is pretty quick and useful

Edpuzzle

Sometimes my own videos or from the internet is used to create mini Edpuzzle task where students answer questions while watching the video. This could also be used for Flip-Learning or Independent Learning.

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Short Answer Thursday: Every week students write a short answer (1-2 paragraphs) responding to a topic or question asked during the week. Quality writing is shared early the next week (anonymously) and student get to respond to others and see other student analysis. Students really love responding to other's work and it gives the teacher a view of student understanding throughout a unit.

Post-it Tug of War/Debate: An issue is posted on the board and students put their supports (quotes, citations, prior knowledge...) for each side on a sticky note. This method really opens up discussion of topics and quickly allows the teacher to see student understanding and misconceptions in a deeper question. It is also a great way to explore a debatable question.

Discussion/Conversation: I think teachers get an enormous amount of feedback regarding student understandings by having regular discussions in class. Connections are made and misunderstandings can be addressed quickly.

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Flipgrid: It is a tool to video record our understanding and the lime limit for the recording is 1.30 minutes. I use this tool in combination with 3-2-1 bridge/exit slip. I like this tool as it gives opportunity for students to give feedback to their peers and students love to do new thigs online!
One minute paper: This is done almost everyday. By the end of the class students write their understanding of concepts, main points, questions, what is confusing? This helps me design the next class and fill the gap.
Graffiti wall : Students show their understanding in the form of visual representation and any gaps can be identified and addressed. I use it mostly for important terminologies in sciences to develop their scientific language.
Mind Map: This is done mostly in the middle of the unit to check their process of learning and understanding. A spider web like visual representation is done and how they are connected is shown.
-Neelima

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3-2-1 : Ask students to write 3 things they come to know, 2 questions they want to ask, 1 analogy about the topic dealt with in the lesson. After finishing their writing, they stand up and talk about what they've written at least with at least two people
Reflection journal: At the end of the class, I made it a rule for students to write a reflection journal. They are supposed to summarize what they come to understand in the class, or write something they think important or sometimes new expressions they did not know before.
Mind-mapping : Students are given a blank piece of paper and asked to write or draw things they learned in the class. Depending on students' learning styles, they can draw pictures, make a real mind-map, or writes sentences.
Edu tech tools : I love to use Mentimeter or Slido for wordclouds about the  topic, Padlet to share ideas quickly, and Quizizz or Kahoot to give practice time with fun.
Genie

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EXIT TICKET - I use this often, and it is one of my favorites. It gives me the opportunity to check on the less brave students, to see if they really understand what we are learning. Also, EVERYONE has to participate.

COMPASS POINTS - I stole this idea from my coordinator, but it is a fun way to get kids involved and out of their seats. Students use post-it notes to share their ideas at the start of a new unit: NORTH (Needs), EAST (Excitements), SOUTH (Suggestions), WEST (Worries).

FIVE FINGERS - It is super simple, yet quite effective. I have students display one to five fingers to show their current understanding of a concept. They can either raise their fingers high or keep them low if they are shy or uncomfortable.

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THINK-PAIR-SHARE
I use this a lot. I find that when students explain learned information to each other, a better understanding is formed.
CLOCKWORK
This is another strategy I use to have students move around the room in new pairs every minute to check-in, review, or assess information.
SOCRATIC SEMINAR
This strategy is used in my upper level classes. It gives me a chance to step back and assess themes, ideas, knowledge students have gained in any given unit as they discuss and bring questions to the group.

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Formative Assessment Strategies that I find interesting includes: 

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Formative Assessment Strategies that I find interesting includes: 

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- Allowing students to assess their learning using unit objectives
- Students pair up in groups of two or three and share their learning with each other
- Students provide feedback on the projects of classmates  during presentations
- Students designing assessments using provided objectives and in small groups, they attempt answers to the assessment tasks. This allows me to step back and observe, make comments, add missing information and reinforce what the students already know.
- Using a wall of vocabulary words, students progressively check understanding by posting sticky notes and providing feedback on what has been posted already