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There are four corners sticked the choises as "I strongly agree" "I strongly disagree","I agree some what" and "Iam not sure".The teacher ask a question and students move to the appropriate cornerof the classroom to indicate their answer to the promt.I think it willbe interestin fo9r the fifth grade students

Elmira Aghayeva

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Help students grasp a new concept by having them apply it to a different area.

Let’s say you’ve recently taught how to identify protagonists and antagonists in novels. After determining students have a strong command of the concept, watch a clip from a show, movie, or perhaps shorter media such as advertisements. Individually, have them write down who the protagonists and antagonists are to ensure their understanding isn’t confined to one medium.

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Feel free to download the pdf with activities Marta T. translated! :)

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Feel free to download the pdf with activities Marta T. translated! :)

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All activities are now available in Spanish as well!

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All activities are now available in Spanish as well!

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Marta Torreiro, a fellow colleague, translated all the 30 formative assessment activities from the Padlet to Spanish in order to share the activities with subject teachers in Spain who do not teach English. This is truly an amazing gesture, and I want to publicly say THANK YOU!

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Help students grasp a new concept by having them apply it to a different area.

Let’s say you’ve recently taught how to identify protagonists and antagonists in novels. After determining students have a strong command of the concept, watch a clip from a show, movie, or perhaps shorter media such as advertisements. Individually, have them write down who the protagonists and antagonists are to ensure their understanding isn’t confined to one medium.

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Each student should highlight an important or interesting sentence from a given text. Once they all finish highlighting, group the students and make them share their highlighted sentences within the group. The group should discuss and decide the main idea/theme of the text and submit a summary.

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It starts by posing a question with an objective answer that’s explainable in a few sentences. Without writing their names down, students should answer the question on plain sheets of paper. As they hand the papers into you, quickly distribute them back to students at random. Explain what the correct answer is so that they can grade the paper they’ve received. In doing so, they’ll improve their understanding of the topic. Conclude the exercise by taking a poll to measure how many papers had the right response.

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Students can create a large scope of projects to demonstrate comprehension. Quick projects help them apply the higher-order levels of Bloom's Taxonomy. These don't have to be big and complicated. They can take a day, a half-day, or even an hour. Here are some extension ideas for quick projects:

Create a poster or collage illustrating the subject matter.

Record a rehearsed skit or podcast discussing the topics covered.

Build a diorama about the subject and create a narrative behind it.

Let students design their flashcards to test each other.

Keynote presentations made by students on the topic.

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Group the students and give them an open-ended question to answer. They should write their answers to a chart, and then pass the chart to the next group to fill in their answer. After the charts are filled with each groups’ answer, organize a discussion.

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Make sure to give the students feedback on the work they submit. In the case of synchronous lessons, place students in groups, and let them give feedback to one another. In the case of asynchronous lessons, share written, video, or audio feedback.

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If you want to find out whether your students know as much as you think they know, polls and quizzes created with Quizlet or in-class games and tools like Kahoot can help you get a better sense of how much they understand. Grading quizzes but assigning low point values is a great way to make sure students try. The quizzes matter, but an individual low score is not going to count towards a lower final grade.

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If you want to dig a little deeper into students’ understanding of content, try discussion-based assessment methods. Casual chats with students in the classroom can help them feel at ease even as you get a sense of what they know, and you may find that five-minute interview assessments work really well. Five minutes per student would take quite a bit of time, but you don’t have to talk to every student about every project or lesson.

For more introverted students—or for more private assessments—use Flipgrid to have students record their answers to prompts and demonstrate what they can do.

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6. Check for Understanding in Synchronous Sessions

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6. Check for Understanding in Synchronous Sessions

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Some synchronous tools have built-in formative assessment capabilities, such as Yes and No buttons, and some have private chat features that can allow you to know, in real time, what students know and don’t know. You can supplement a tool like Zoom with Peardeck to assess along the way if those functions are not available.

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Visual art or photography can be used as a tool for assessment. Students can draw or create a collage. In this way, the assessment aids students to synthesize their learning. You can, also, go one step further and ask your students to act out their understanding of the content.

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12. Separate what you do and what you don't understand

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12. Separate what you do and what you don't understand

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Whether making a t-chart, drawing a concept map, or using some other means, have the students not simply list what they think they know, but what they don’t know as well. This won’t be as simple as it sounds–we’re usually not aware of what we don’t know.

They’ll also often know more or less than they can identify themselves, which makes this strategy a bit crude. But that’s okay–the goal isn’t for them to be precise and complete in their self-evaluation the goal is for you to gain insight as to what they do and don’t know.

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One of the most efficient ways to check for understanding is to give a student the role of the teacher and ask him/ her to teach another student what she’s/ he's learned. The student has understood what you've taught when she/ he can teach the other student with success.

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Students pose questions to one another about an essential question, topic, or selected text. The questions become a springboard for a conversation that goes on with responses and further questions. Students learn to compose questions that address issues to be able to ease their discussion and gain new understanding.

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Ask a single concrete question, and give students 2 minutes to write down the answer. This way, you can quickly check students' understanding.

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Students identify a specific concept in the text by marking it. Then, they read what they marked out-loud with the teacher.
By employing this strategy, the students develop their fluency; make the distinction between the reading of statements and questions; and practice their phrasing, pace, and reading dialogue.

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The teacher poses a question or makes a statement. Students then move to the appropriate corner of the classroom to indicate their response to the prompt. For example, the corner choices might include “I strongly agree,” “I strongly disagree,” “I agree somewhat,” and “I’m not sure.”

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Provide students with a question or a prompt and give them some time to think about it. Then, pair them up and have them peer check their thoughts before asking them to share their thoughts with the class.

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Ask students to summarize specific topics and concepts, either on paper, orally, via video or audio.

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A great strategy for young learners - give each student a card with a red circle on one side and a green circle on the other side. With the use of the card, the teacher can understand if the students can work on their own (green) or if they need help (red).

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21. An open-ended question that gets them writing/talking

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21. An open-ended question that gets them writing/talking

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Instead of asking yes/no questions, ask the students questions that require writing or giving an elaborate answer.

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Index cards, signs, whiteboards, magnetic boards, or other items are simultaneously held up by all students in class to indicate their response to a question or problem presented by the teacher. Using response devices, the teacher can easily note the responses of individual students while teaching the whole group.

Ask students to display a designated hand signal to indicate their understanding of a specific concept, principal, or process: - I understand____________ and can explain it (e.g., thumbs up). - I do not yet understand ____________ (e.g., thumbs down). - I’m not completely sure about ____________ (e.g., wave hand).

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This may be one of the most basic strategies of formative assessment. Ask a question or pose a statement, and then have students give feedback by raising their hand in the form of a fist to five.

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Write a statement on the board that is either correct or incorrect.
You can ask students to write down or discuss with their partner if the answer is correct, and if it's not correct, how can they transform it to make it the correct answer.

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Each student should have a small whiteboard. Ask students to write down their answers on a whiteboard and to lift their whiteboards to see the answers. The online version would include a poll on an online platform.

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Ask students to write down on the paper a summary of the topic (140 characters or less). This strategy can be used as a buy-in tool and as an academic tool. In this activity, the students have to think critically about the most important element of the day's lesson.

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Have students independently write three quiz questions that they feel successfully address the concept or skill from the day’s lesson. You might require students to write one multiple choice, one fill-in-the-blank, and one short answer question.

Bonus: Put together a quiz for the next day using the questions your students wrote!

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Post a series of tasks or questions sticky notes around the room. Allow students to circulate and respond with markers. Students can also choose to use an arrow to “add-on” to their peers’ ideas, or place a checkmark next to ideas they agree with. This activity is fun, and it can also serve the students who are still confused because they will see the responses of more advanced peers.

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Gather data at two levels using this strategy. After students complete a hard-copy exit ticket, have them drop off their responses in one of four trays or folders marked “Got It," "Almost There," "Not Quite," and "Not at All.”

An extension on this type of exit ticket might be pulling all the students who sorted themselves in “Not Quite” and “Not at All” into a small group for review the next day.

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Present a problem or ask a question to your students. Ask them to write down their thoughts before pair work and sharing with the whole class to be certain that every student thinks independently. Monitor the pairs and keep notes for every student on your clipboard. These notes provide written or spoken evidence of your students' understanding.