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10. Sum Up What You Learned in Five Words!

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10. Sum Up What You Learned in Five Words!

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This Formative Assessment can be administered at the end of a Unit of Study. Each student takes a sticky note and with their name, writes down a summary of what they learned during the unit using only five words! Not only is this a fun challenge for students but it's a quick way for the teacher to see what stuck with students.

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This Exit Slip is very cool! After the lesson, a teacher passes it out to their students. Then, each student writes down (after writing their name) prior knowledge they had about the topic, knowledge they gained from the lesson, and any part of the lesson topic they still do not understand. Therefore, this assessment gives the teacher a good bit of data. It shows what students already knew before the lesson and what they learned from the lesson. As a result, the teacher can see how student knowledge grew! In addition, it also shows which parts of the lesson made sense to students. Finally, it also shows which parts students did not understand so the teacher knows if they need to reteach the lesson or just pull small groups.

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With the Blind Quiz assessment, the teacher has all students put their heads down. Once they have all done so, the teacher asks a True/False question. The students who think the statement is true raise their hand. The students who think the statement is false keep their hands down.

This can be done for more than one question. This way, the teacher can gather data about what students know. In addition, since everybody's head is down, no student gets laughed at or made fun of if they choose the wrong answer.

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This assessment strategy is not only useful for the teacher but can also be fun for students. In addition, it gets them out of their seats too! In Four Corners, the teacher labels each corner with an answer. They can either be labeled "Corner A," "Corner B," etc, or they can be labeled with specific answers like "erosion," "flooding," etc.

Once labeled, towards the end of the learning period, the teacher gets every students attention and reads a question. Then, students go to whichever corner they think contains the correct answer. By seeing how many students go to each corner, this gives the teacher a good idea of whether or not students understand the material. For example, if the correct corner to go to was "Corner A" and most of the students are at that corner, then only a few students may need extra help. But, if all of the students are at "Corner C," the lesson may need to be retaught.

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Before starting a new unit or topic, it is a good idea to be aware of what knowledge students have already learned or know. With this Anticipatory Guide, you simply type in four statements representative of the new unit. Then, after writing their name, each student checks "agree" or "disagree" for each statement in the "Before" column. Once collected, this shows you what students know before you teach! It also gives you an idea of which topics will need more time to cover and which ones you can briefly touch on.

Then, after the unit is done, you pass this back to students and they check "agree" or "disagree" for each statement again in the "After" column. Then, you can see not only if students understand the material but if their perceptions changed after your teaching!

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At the end of a lesson, the teacher can ask students to make the following gestures to show their understanding of the learning objective. When the teacher says, "assess yourself,” the students each raise the gesture that describes them. Students who did not understand the concept at all raise a thumbs-down. Students who sort of understand but require assistance raise a sideways thumb. Finally, students who completely understand the lesson topic raise a thumbs-up. While the hands are raised, the teacher can write down the names of students with the sideways thumb and the thumbs-down gestures held up. With that list of names, the teacher has the option of calling a small group or reteaching the lesson to just those students.

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This formative assessment strategy was designed for millennial's! At the end of the lesson, each student takes one tweet slip and writes a tweet that sums up what they discovered during the lesson. It can include ideas for future lessons, what they learned that day, and one thing they found difficult. Students also get to create their own (school appropriate) twitter handle and a hashtag that mentions something noteworthy from that lesson or something new they learned! If a student's handle does not contain their name, they will write it somewhere else on the slip.

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At the end of a lesson, each student fills out one of these slips after writing their name on it. Students will then write down three things they newly learned, two things they found to be important, and one question they have about what they learned or the lesson. Once turned in, this will give the teacher a good idea of what information students retained and what they did not.

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With this assessment, the chart below is posted somewhere in the classroom. At the end of the learning period, the teacher gives each student a sticky note.  Students write their name on it and then post their note on whichever emoji describes their understanding of the learning objective.

If a student completely understands the concept, their note goes next to the Level 4 emoji. If they understood most of the objective, their note goes next to the Level 3 Emoji. If students only understood part of the objective, they can put their note next to the Level 2 emoji. Finally, if students did not understand any part of the objective, their note is put next to the Level 1 emoji. If a teacher notices most of the class is on Levels 3 and 4, they might just need to pull some students into small groups. However, if most of the class are Levels 1 and 2, the lesson might need to be reevaluated and retaught.

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1. Snowfall Formative Assessment Strategy 

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1. Snowfall Formative Assessment Strategy 

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The Snowfall Formative Assessment Strategy is similar to the "ticket out the door" but with a twist. With Snowfall, the teacher has every student take out a slip of paper or gives them a sticky note. The teacher can then either give students a question to answer or let students write one thing down that they learned that day. After writing their name with their answer, every student crumbles their paper into a ball. When the teacher counts to three, all of the students throw their papers in the air, creating a snowfall. Once the papers touch the floor, every student picks up a paper ball that is not theirs. If they pick theirs up by mistake, they switch with another student.

After every student has picked one up, they uncrumple their papers and the teacher calls on a few students to read theirs aloud without saying the person's name. If the teacher likes a certain answer, they can comment "I love that answer!" Once that is finished, the teacher collects all of the sheets of paper and can look through them to assess students.