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The students have to complete the following on an index card:

3 things you didn’t know before that you learned today

2 things that surprised you about this topic

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

This allows the teacher to see where each student is with the content.

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I love this tool. It allows the students and teacher see what they already know as a class and where they are going together. The students know prior knowledge, wonder or want to know about the learning outcome being taught, and then have the opportunity to display what they learned. As a teacher, it will be your decision to do the "Learn" together or allow the students to show individually what they learned after the content was taught on a piece of paper. This highlights for the teacher where each student is with the learning outcome at that point in time.

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The student will have 1 minute to write everything they can about the learning outcome at hand. This will allow the teacher to gauge the class. The students will have extremely different answers, but the teacher will be able to draw conclusions about where certain students need more support and others are ready to move on.

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A tool to see where students are with the learning outcome, the teacher can create a discussion. The students will each have a chance to talk and show what they know by the teacher calling them to her desk to either answer a question or explain the learning outcome to him or her. The teacher will need to have a running record right next to her to make sure she is keeping track of each individual student.

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Similar to project based, oral formative assessments are given a rubric of what the students have to mention in order to show mastery of the learning outcome. The student will have the freedom to choose multiple ways to show their mastery orally. They will be able to choose a poem, a song, a rap, a speech, a play, or anything else they choose that uses their voice as their platform.  This is a great tool for learning to help students become confident in front of their peers and others.

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This is by far my favorite type of formative assessment, because it allows the students to be divergent. The teacher makes a rubric for the learning outcome that has to be mastered, but the students have all the freedom to create whatever they want to learn the content. It gives the opportunity for exploration and collaboration.

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The teacher will create a review on the content that the students can answer with a clicker. The teacher has the freedom to allow the students to group or complete the tasks individually to show mastery of the learning outcome. This immediate feedback will help the teacher judge where he or she needs to provide more instruction time. Plus, students love a fun, interactive way to review instead of a worksheet!

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A common form of formative assessment "Ticket Out the Door" is to see where each student stands after the content is taught regarding a specific learning outcome. The teacher will provide a problem or questions for the student to address on their ticket. The students will have the chance to show their mastery and misunderstanding of the learning outcome.

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The students will be given the opportunity to show that they mastered the content by all grabbing a marker and writing on the board (in their own words) the answer to the essential question or learning outcome.

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 Doodle It!                                                                  

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 Doodle It!                                                                  

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The students will be able to show the mastery of content through a visual. This will be very helpful for the students that are more artistic and like to show their creative side. For example, after learning about the three branches of government the student would draw something to represent each and that would help them remember the concept.