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I came across a rating scale during my research and would love to implement this in my own classroom. I feel it could best be used with any grade levels, seeing as it does not exactly require writing. With the rating scale, students can assess their own knowledge about vocabulary; therefore, this assessment can easily be used in subject areas other than reading. In social studies and science, students would be able to use this scale to inform themselves and the teacher as to their experience with technical vocabulary. Categories that can be included in the scale are "know it well", "have seen/heard it" and "have no clue." With this scale in their binder or writing journal, students can honestly check off the applicable box. Hopefully, as they learn the meanings, students can reassess their knowledge as the unit progresses.

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Graphic organizers, such as KWL charts, can be used for students of all grade levels to share their prior knowledge, their questions and what they have learned. Specifically, KWL charts can be used individually by students or as a class, in either case students are informing the teacher of her next steps in the lesson or the unit. Using these charts can be an engaging activity in itself because students, I imagine 3rd and up, can write their statements and questions by themselves. In other grades, the teacher can generate a discussion and she can write for the students. No matter how it's completed, the chart is comprised o student knowledge, ideas and thoughts. The teacher facilitates its creation and learns from her students in this way.

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Using sticky notes before, during and after a lesson is a cheap and easy way to assess students of all grade levels in all subject areas. The only downside to sticky notes is that some students depending on grade level may get distracted and use them irresponsibly; however, this can be a matter of managing the class effectively to make sure they aren't just playing with the sticky and using their time wisely. One sticky note per student or group will do for them to answer a question, present a question or summarize an idea in just a few minutes. Everything that students write down on their sticky can inform the teacher on her students' understanding, where her unit is headed and what lingering questions students may have. In my own classroom, I would love to have a board like the one below in which students have a designated sticky spot. Sticky notes can also be perfect for the student-driven Closure of any lesson.

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This semester as Education students, we are interestingly utilizing journaling in a class. The moon journal was an exercise in observation, record-keeping, data analysis and reflection. Journals can be used in all subject areas. I would use them with any students who can write or at least express ideas through drawings. I believe grade levels 2nd and up have many standards that could benefit from an ongoing journal assessment. In science, keeping a journal can reflect the scientific method. Students can create journals of the moon in third and fourth grade, as that would satisfy grade standards. Journals can be used in other grade levels to explore nature, as students can collect specimens such as bugs and rocks, and can even create a journal of plants and animals. Students can record and illustrate weather patterns, they can document their dreams or even keep a food journal. Teachers can check students' journals as they progress through a unit in order to assess how it changes and how students add information as they learn. The journal could also be a space for students to write questions of what they still wonder about the subject.

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As a highly visual and tactile learner, I personally learn best by creating and visualizing information and I know many students love creating and displaying knowledge through tangible products. Visuals such as thought-provoking posters, intricate models and colorful brochures give students a lot of creative freedom and they are utilizing the Visualizing strategy as they organize ideas visually or depict the "movie in their mind" that plays as they contemplate a subject or book. As students progress through a unit, they can add to a poster, such as the one below. Visuals can also be worked on as a group, and students can work together to draft and edit their creation as they learn or correct prior thinking. If worked on in class, the teacher can assess the understanding displayed in the visual and encourage the students through the creative process.

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Writing can be a difficult subject for many students, especially those who are struggling with reading as is and have issues mastering grade-appropriate vocabulary and grammar conventions. I researched many alternative writing assignments that can serve as formative assessments and used to integrate writing into every subject area. One example is writing a bumper sticker or eulogy for a political or historical figure. Students can demonstrate their knowledge of a historical figure's life and accomplishments by writing a creative eulogy or designing their political campaign materials. Students can even write a newscast to describe a scientific discovery, and they can write and illustrate comic strips to describe an event or story they learned about/read that day. In math, students can write and conduct surveys, can write recipes to explore topics like fractions and can even write poems and songs in order to explain mathematical processes and formulas. With all of these writing exercises, students can share their knowledge and unique perspective of the content being learned with their teacher and classmates. Teachers can display the writing in order to maintain class interest in the unit, as well as to support students' learning and self esteem.

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Though  portfolios can present final products representative of strengths within a subject or unit, they can also document a student's learning process. Last semester, I briefly researched the use of portfolios as an assessment for a presentation on the identification and nomination of Gifted students. However, portfolios can be used as assessments in any subject area and can benefit students with an array of learning styles. With portfolios, the students are responsible for the work they include, and they can showcase work exemplary of their strengths. Students can select work they are proud of, versus a teacher grading a student on assessments such as worksheets and tests. What I like most about portfolios is that students are expected to reflect on their progress in the subject or unit that their portfolio represents. They can justify the selection of the pieces included in the portfolio and can even evaluate their work. Students can even create a rubric in order to judge their work. Used as a formative assessment, teachers can utilize portfolios during units (like in writing, science or social studies) in order to conference with students and discuss their progress and learning. Conference notes can be included in the portfolio in order to keep track of the questions and concerns of both student and teacher.

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BrainRush has a variety of assessment tools: Cards, Buckets, Sequences, and Hotspots. Each of these can be implemented in a variety of ways, and parents may even use this site in order to create study games with their children. The Cards template allows for classic flashcard testing, you create a front and backside to the card and can even include pictures which can support visual learners who may usually find flashcard work tedious. Sequences assesses chronology, therefore I would suggest its use for history or reading lessons. Hotspots can be used to test map or parts-of-a-system knowledge, and can also benefit visual learners. My favorite template was the bucket game. Categorizing requires analysis, a higher order of thinking. The teacher creates several buckets, main ideas and categories, in which Items will be dumped. In the beginning of the game, students are given several seconds to place the item in the correct bucket. As the game progresses, items are repeated in order and the time allowed to dump the items decreases.  The Buckets template is interactive and challenging, and there are so many possibilities for its uses in all subject areas. BrainRush could be used in class, with use of school computers, or outside of class. If completed outside of class, students can provide a screencap of their final score. To serve as a formative assessment, the teacher would choose her next course of action for her unit of study based on the low or high scores of the students. Scores can be graphed in order to show progress, and even students can be in charge of this activity.

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A favorite of many classrooms is Jeorpardy-type competitions in which groups of students showcase their knowledge while having fun. Jeopardy Labs makes jeopardy-type quizzes a breeze to create! I have used Powerpoint templates in order to create interactive Jeopardy assessments, but they proved time-consuming. However, Jeopardy Labs makes it easy to customize your game with 5 columns and point values up to 500. Once you create your game, a url is created and you choose the number one teams, which can be 1. This means students could even use this game at home to study or with their family. In the spirit of Jeopardy, I would prefer to play this in class in order to generate a competitive spirit within the class. This could be played during a unit of study; moreover, based on the understanding or confusion of students, the teacher may choose to remediate for the following lesson or even enrich for an advanced class. Games could be created for all subjects, but I would enjoy using this for Science and Social Studies. I feel like I can use this at any grade level because I am in control of the game's complexity .

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Flipgrid allows teachers to create prompts to which students can reply with videos. The question provided by the teacher can even be posted as a video, which adds another level of interaction with students outside of class. Once you create a question, you share the url with your students which organizes the subsequent responses in a neat grid. Your grid is essentially a playlist that you and your class can access at any time and use to interact and further discussion on a topic outside of class. The grid's homepage is easy to navigate and the green "+" button guides you directly to the recording capability. Recording my video was simple, however this assessment does have its limitations as students must have webcam capabilities to be able to use the video feature. A solution to this problem is allowing computer lab time for students to record their videos, should they not have a computer at home. An important feature of Flipgrid is privacy via password-protection, which is always a concern when students are accessing and uploading videos online. This assessment can be useful in order to communicate with students absent from class or during holiday breaks. Students can also respond to each other's videos with a response video, which makes this a great tool for students to interact and build a sense of community. For example, I would use this to ask a question and require students to post at least one response and one response to a classmates' video. Students are even able to 'like' the videos, a feature that they may be familiar with from other forms of social media. As a formative assessment, Flipgrid can be used to answer questions throughout any unit in any subject area. I would use it with students 3rd grade and up, due to the use of technology.

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I had never heard of EDpuzzle prior to this project! Edpuzzle allows you to edit youtube and other videos by inserting audio and clipping the video. However, the most interesting part of EDpuzzle is that you can insert formative assessment into the videos as well. At any point in the video, you can insert an open ended question, a multiple choice answer question or a comment in order to guide your students' thinking as they watch the video! There is even an option to prevent viewers from skipping through the video. EDpuzzle can be used in all subject areas, but I would use it mostly with 3rd and up due to the use of technology. With this website, teachers can assess the understanding of students as they answer or even ask questions. Students can do this at home and based on their performance, the teacher can inform her instructional choices for the next day or lesson.