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MagicSchool.ai - AI for teachers - lesson planning and more!

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Join over a million teachers saving hours of time using the #1 AI Platform for Education, MagicSchool, to help lesson plan, differentiate, write assessments, write IEPs, communicate clearly, and more!

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Formative assessment-discovering what students know while they're still in the process of learning it-can be tricky. Designing just the right assessment can feel high stakes-for teachers, not students-because we're using it to figure out what comes next. Are we ready to move on? Do our students need a different path into the concepts? Or, more likely, which students are ready to move on and which need a different path?

When it comes to figuring out what our students really know, we have to look at more than one kind of information. A single data point-no matter how well designed the quiz, presentation, or problem behind it-isn't enough information to help us plan the next step in our instruction.

Add to that the fact that different learning tasks are best measured in different ways, and we can see why we need a variety of formative assessment tools we can deploy quickly, seamlessly, and in a low-stakes way-all while not creating an unmanageable workload. That's why it's important to keep it simple: Formative assessments generally just need to be checked, not graded, as the point is to get a basic read on the progress of individuals, or the class as a whole.

7 Approaches to Formative Assessment

1. Entry and exit slips: Those marginal minutes at the beginning and end of class can provide some great opportunities to find out what kids remember. Start the class off with a quick question about the previous day's work while students are getting settled-you can ask differentiated questions written out on chart paper or projected on the board, for example.

A quick way to see the big picture if you use paper exit tickets is to sort the papers into three piles: Students got the point; they sort of got it; and they didn't get it. The size of the stacks is your clue about what to do next.

No matter the tool, the key to keeping students engaged in the process of just-walked-in or almost-out-the-door formative assessment is the questions. Ask students to write for one minute on the most meaningful thing they learned. You can try prompts like:

What are three things you learned, two things you're still curious about, and one thing you don't understand?

How would you have done things differently today, if you had the choice?

What I found interesting about this work was...

Right now I'm feeling...

Today was hard because...

Or skip the words completely and have students draw or circle emojis to represent their assessment of their understanding.

2. Low-stakes quizzes and polls: If you want to find out whether your students really know as much as you think they know, polls and quizzes created with Socrative or Quizlet or in-class games and tools like Quizalize, Kahoot, FlipQuiz, Gimkit, Plickers, and Flippity can help you get a better sense of how much they really understand. (Grading quizzes but assigning low point values is a great way to make sure students really try: The quizzes matter, but an individual low score can't kill a student's grade.) Kids in many classes are always logged in to these tools, so formative assessments can be done very quickly. Teachers can see each kid's response, and determine both individually and in aggregate how students are doing.

Because you can design the questions yourself, you determine the level of complexity. Ask questions at the bottom of Bloom's taxonomy and you'll get insight into what facts, vocabulary terms, or processes kids remember. Ask more complicated questions ("What advice do you think Katniss Everdeen would offer Scout Finch if the two of them were talking at the end of chapter 3?"), and you'll get more sophisticated insights.

3. Dipsticks: So-called alternative formative assessments are meant to be as easy and quick as checking the oil in your car, so they're sometimes referred to as dipsticks. These can be things like asking students to:

write a letter explaining a key idea to a friend,

draw a sketch to visually represent new knowledge, or

do a think, pair, share exercise with a partner.

Your own observations of students at work in class can provide valuable data as well, but they can be tricky to keep track of. Taking quick notes on a tablet or smartphone, or using a copy of your roster, is one approach. A focused observation form is more formal and can help you narrow your note-taking focus as you watch students work.

4. Interview assessments: 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.

You can also shift some of this work to students using a peer-feedback process called TAG feedback (Tell your peer something they did well, Ask a thoughtful question, Give a positive suggestion). When you have students share the feedback they have for a peer, you gain insight into both students' learning.

For more introverted students-or for more private assessments-use Flipgrid, Explain Everything, or Seesaw to have students record their answers to prompts and demonstrate what they can do.

5. Methods that incorporate art: Consider using visual art or photography or videography as an assessment tool. Whether students draw, create a collage, or sculpt, you may find that the assessment helps them synthesize their learning. Or think beyond the visual and have kids act out their understanding of the content. They can create a dance to model cell mitosis or act out stories like Ernest Hemingway's "Hills Like White Elephants" to explore the subtext.

6. Misconceptions and errors: Sometimes it's helpful to see if students understand why something is incorrect or why a concept is hard. 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. Or do a misconception check: Present students with a common misunderstanding and ask them to apply previous knowledge to correct the mistake, or ask them to decide if a statement contains any mistakes at all, and then discuss their answers.

You can use sticky notes to get a quick insight into what areas your kids think they need to work on. Ask them to pick their own trouble spot from three or four areas where you think the class as a whole needs work, and write those areas in separate columns on a whiteboard. Have you students answer on a sticky note and then put the note in the correct column-you can see the results at a glance.

Several self-assessments let the teacher see what every kid thinks very quickly. For example, you can use 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).

Similar strategies involve using 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.

No matter which tools you select, make time to do your own reflection to ensure that you're only assessing the content and not getting lost in the assessment fog. If a tool is too complicated, is not reliable or accessible, or takes up a disproportionate amount of time, it's OK to put it aside and try something different.

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7 Smart, Fast Ways to Do Formative Assessment

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Within these methods you'll find close to 40 tools and tricks for finding out what your students know while they're still learning.

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RubiStar is a tool to help the teacher who wants to use rubrics, but does not have the time to develop them from scratch.

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We took one of our classroom agreements: "Respecting others boundaries" and broke it down further. We are currently struggling with this mainly focusing around the two aspects listed. We made a small assessment tool for ourselves and a more visual- self-assessment accessible to a 5 year old that we could talk them through :)

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Class Agreement Assessment and Self-Assessment

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Olivia and her teacher can continue reading a book at her level, celebrating her reading. She even can pretend to read to her peers.

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Developing a student persona - Olivia.docx (1)

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EM Copy of Developing a student persona template.docx

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Developing a student persona - BENNETT.docx

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Whether new or experienced, every teacher knows the importance of assessments in informing our classroom practices and identifying gaps and next steps. However, given the guided inquiry approach of the PYP, we can often get confused by what to assess and how best to assess it. We have designed this comprehensive guide as your companion for inquiring into assessment in your PYP classroom.

Through this guide and the accompanying resources, we will deep dive into 5 key questions:

Part 1. Why do we assess?

Part 2. What to assess?

Part 3. How to assess?

Part 4. What do we mean by assessment capable students?

Part 5. What are some ways of reporting on learning?

At different points in this guide, you will find resources that you can start using in your classroom today. Excited? Let's get started!
Please note: We designed this guide to be navigated sequentially. That being said, this is your inquiry so feel free to jump around to the sections you find most relevant to your context.
Part 1- Why do we assess?

Simon Sinek says no matter what you do, " start with why." When the learning community is aligned on the "why" of assessment, trust is built and meaningful action takes place. Teachers, students, parents, and administrators can then work towards a common goal.

Assessment holds different meanings for different stakeholders. It is often an intimidating subject to broach. Assessment impacts much more than just grades, it affects instruction, placement, student retention, and funding. It pushes us to ask hard questions, such as "Are we teaching effectively?", "Are all students catered to?", "Do teachers use assessment to better teaching and learning practices?", "How are we performing as a school?".

Before we dive into the "what" and "how" of assessment, it is important to align on the "why". We will break down the conceptual question "Why does assessment matter across the learning community?"

In this first part, you will -

Understand the importance of assessment for the different stakeholders in our learning community. Read more

Part 2 - What to assess?

Now that we know why we assess, we need to be able to identify what we are going to assess in our classrooms.

Sugata Mitra says, "We live in a world where, when we want to know something, we can learn it in two minutes. Could it be, the devastating question, that we're heading towards a future where knowing is obsolete?" He makes the case that often we assess what children know rather than assessing whether they can think.

As PYP educators and designers of inquiry-based learning, it is often challenging to figure out what to assess. Some big wonderings include "Should we be assessing knowledge or concepts?", "How do we use curricular standards or scope and sequence documents to create success criteria?", "What are strategies we can use to assess meaningfully?"

In the PYP, you are responsible for assessing student knowledge, conceptual understandings, and skills. We will dive into the conceptual question, "How do we decide what to teach and assess?"

In this second part, you will -

Unpack how to assess knowledge, understandings, and skills. Explore more

Grab editable assessment templates you can use in your classroom. Download here

Part 3 - How to assess?

Assessments in the PYP are all about process over product. Assessments are often designed after learning is planned, but they need to take center stage. Assessments need to be weaved in through the course of the unit. Our goal is to be able to tell the story of learning - where it began, how it grew, how thinking changed, and what understandings were brought about.

However, the big question remains "How do we check for student understanding while they're still in the process of learning?" We will get hands-on and look into the conceptual question, "How do we design meaningful and balanced assessment for a unit of inquiry".

In this third part, you will -

Explore the 4 types of assessments. Read more

Discover an assessment cycle and strategies you can use to create meaningful ongoing assessments for your classroom. Click here to watch the video. Explore more

Watch this guided video to unpack the assessment cycle and view real-life examples. Click here

Use our assessment planning template to organize yourself. Download here

Part 4 - Developing assessment capable students

Assessment capable students are simply students who have agency, take ownership, and reflect on their progress.

In educator circles, it is repeatedly said that we're preparing children for an unknown future. We cannot know what challenges and opportunities our students will face in their future. Therefore, our primary goal as PYP educators is to equip students with the skills and capability they need to learn on their own.

When children become assessment capable, they continuously reflect on their learning, set learning goals, and plan next steps to achieve their goals. They self-assess by asking questions such as, "Where am I going?", "Where am I right now?" ,"How can I close the gap?" Nancy Frey, Douglas Fisher, and John Hattie say, "When students know how to learn, they are able to become their own teachers". Once that happens, once children become assessment capable, learning is truly limitless. We will zoom into the conceptual question "What is assessment capability and how do you grow it?"

In this fourth part, you will -

Dive into 3 traits of assessment capable students in this guided video. Watch here

Learn simple but effective strategies for growing assessment capability for all learners. Explore more

Part 5 - Reporting on Learning

We have finally arrived at the last stop of every assessment cycle - reporting on learning. Historically, report cards have a bad reputation. They are seen as stressful for the teachers writing them, overwhelming for the parents who read them, and inaccessible for the students who are at the center of them.

In the PYP, reporting on learning is a celebration of progress with the learning community. When done right, reporting is continuous, growth-focused, and personalized. Reporting on learning takes many forms - report cards, student portfolios, student-led conferences, and more. However, we're going to deep dive into 2 central components - using student portfolios and writing report cards. Both of these give us opportunities to build a shared language around learning and frame the dialogue for moving forward. We will look at the conceptual question "What might reporting look like in a PYP classroom?"

In this fifth and final part, you will -

Explore the roles that student portfolio can play in reporting with this short video and checklist. Watch here

Discuss tips, tricks and best practices for writing report card comments in this blog. Read more

Explore how PYP schools around the world approach their progress reports with this downloadable resource. Explore more

Conclusion

Authentic assessments are a key ingredient in making a true inquiry-based learning environment. Becoming an assessment-capable community of educators, students, and parents takes time and constant effort.

Through this guide, our hope was to allow you to make connections between how learning and assessments are so intricately connected in the PYP and to empower you with actionable resources and strategies that you can take back to your classroom. As you grow your practice as an assessment capable educator, you can look back to this guide and find -
Disclaimer - The ideas and resources presented in this blog have been developed independently from and are not endorsed by the International Baccalaureate (IB). Toddle's resources seek to encourage sharing of perspectives and innovative ideas for classroom teaching and learning. They are not intended to be replacements for official IB guidelines and publications. Views and opinions expressed by authors of these resources are personal and should not be construed as official guidance by the IB. Please seek assistance from your school's IB coordinator and/or refer to IB documents before implementing these ideas and strategies in your classroom.

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Your Guide to Assessments in the PYP: Unpacking the what, why and how of assessments

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Unpack the what, why, how of IB PYP assessments - get templates, guides and strategies that you can use in your PYP classroom. Explore more!

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Examples of Classroom Assessment Techniques | Center for Innovative Teaching and Learning | Northern Illinois University

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There are hundreds of variations of classroom assessment techniques. Below are some of the more commonly known techniques:

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Please take a couple minutes to complete this short, anonymous survey.

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PZ’s Thinking Routines Toolbox | Project Zero

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PiP/Teaching and learning/Approaches to learning

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PiP/Teaching and learning/Approaches to learning

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Characters and strategies for Self-adjusted Learners

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Characters and strategies for Self-adjusted Learners

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Developing a student persona template.docx

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PZ’s Thinking Routines Toolbox | Project Zero

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What are assessment for learning strategies?

Assessment for Learning is a process of gathering information about students' knowledge, skills and understanding in order to inform teaching. It can be used as an ongoing part of the curriculum or it may take place at key stages such as end-of-year exams. The purpose of AfL is not just to test what you know but also to help teachers plan their lessons so that they are more effective.

The term 'assessment for learning' was first coined by Professor David Coleman who wrote his seminal book Assessment For Learning: A Framework for Understanding published in 1995. He defined AfL as follows:

" Assessment for learning is any activity which seeks to gather evidence on how well pupils have mastered specific aspects of subject matter."

In this way, AfL has been described as "a means of assessing student achievement". However, there is no single definition of AfL because each school will use different methods depending upon its own needs and resources. In addition, some schools choose to combine AfL with other forms of assessment such as formative assessments, summative examinations and portfolio work.

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Why do we assess?

Assessment is an integral part of the teaching process. It allows us to explore any improvements in learning outcomes that need to be addressed. This knowledge of student achievement can then be feedback into our teaching practice and inform us of how to move our students forward.

There are many reasons why schools should assess learners' progress regularly throughout the year. These include:

* To ensure all children achieve high standards

* To provide feedback to parents/carers

* To identify areas where improvement is needed

* To monitor attainment against national targets

* To demonstrate effectiveness of teaching

* To improve teacher practice

* To support continuous professional development

* To promote good citizenship

* To encourage self reflection

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Assessment for learning strategies

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How do assessment for learning strategies work?

AfL takes two main approaches - direct observation and questioning. Direct observation is the most common form of assessment, but it can be time consuming to carry out in a classroom setting. Questioning provides an alternative method that allows teachers to assess students' knowledge more quickly than they would with direct observation alone.Many of our members schools have been using the block building methodology as formative assessment strategies.

This type of assessment digs deeper than just questioning. As children build what they know, they reveal their true understanding of the lesson content. Similar to using concept maps, the mental models reveal their complex structure of knowledge or schema. What are questions used for?

If you are interested in developing open-ended questions as an effective feedback tool, you might be interested in looking at the universal thinking framework. As well as outlining essential actions involved in learning, the framework also provides essential questions related to different types of student learning. These are designed to dig deeper than multiple choice questions and can form the backbone of a really effective assessment tool.

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Assessment for learning strategies and outcomes

Asking questions as an assessment for learning strategy

You should always try to get answers to any question posed during class. However, asking questions after every lesson isn't practical because it's too disruptive to the flow of instruction. Instead, you can ask a few key questions at the end of each unit or chapter and then use them as assessments in your final exam.

The following are some examples of good questions that could be asked:

* What did I learn about this topic?

* How does this relate to other topics we've studied?

* Why do I need to know this information?

* Is there anything else I didn't understand?

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How do assessment for learning strategies improve learner outcomes?

Assessment is a key component of any educational system. It helps to identify the strengths and weaknesses in learners, which can be used as feedback to improve their performance. Assessment also provides an opportunity for students to demonstrate what they have learnt through various means such as written assignments or practical demonstrations. However, it has been observed that there are certain limitations with traditional forms of assessments. For example, many teachers find them time consuming and difficult to administer.

In addition, some students may not perform well on these tests due to lack of preparation or anxiety about being tested. This leads to poor student engagement and low motivation levels. Therefore, we need to look at new ways of assessing our learners so that we can get more accurate information from them. One way of doing this would be by using technology-based methods. The use of digital tools allows us to collect data quickly and efficiently without having to rely on human judgment.

These technologies include computer based testing, online quizzes, video recording, etc. They provide opportunities for educators to assess how much knowledge learners possess before they start teaching them. Embedding these strategies in your approach to teaching will help you achieve better results. The mental modelling strategy using the building blocks enables teachers to assess the levels of understanding in an engaging activity. This approach to deep thinking helps students to develop conceptual understanding and strengthens the learning process.

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Assessment for learning as a feedback loop

Getting started with assessment for learning strategies

Daily assessment strategies include Multiple Choice Questions. An MCQ is an open ended question where there are several possible answers. Students must select only one response from among four or five options. This type of formative assessment strategy provide teachers with valuable information about how their students understand concepts. Teachers may use these daily assessment strategies to determine if students have mastered content areas by asking them to identify which concept best describes the topic being taught. For example, when teaching vocabulary, teachers might ask students to choose between synonyms, antonyms, homophones, and polysemes.

In addition, teachers often use MCQs to assess whether students have learned key terms related to specific topics such as science, history, math, etc. When using this type of task it is important to make sure that all items on the test are relevant to your course material. If you do not want to give students practice at answering questions outside of class then you will need to create new ones specifically for testing purposes. It is recommended that you write out each item before giving it to students so that you can ensure that they fully comprehend its meaning. You can find many examples of MCQs online including those created by Khan Academy.

Short Answer Questions Short answer questions require students to respond to a prompt with either a single word or phrase. There are two main advantages to using this form of questioning. First, because students cannot guess wrong, they tend to think more carefully about their responses than in other forms of assessment. Second, since students are required to explain why they chose certain words or phrases, they learn to express themselves clearly.

However, like any form of assessment, short answer questions can be misused. Some instructors use them simply to see who has memorized the most facts. Others use them to gauge students' ability to synthesize knowledge into coherent explanations. To avoid misuse, it's essential to teach students how to constructively analyze written work.

Whichever daily assessment strategy you choose to use it's important to make it engaging for your class. A good summative assessment should be fun and where possible, have a game-like quality.

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Using feedback effectively

Classroom feedback is a very important part of the teaching process. It can be used to help students understand their strengths and weaknesses, as well as provide them with information about how they are doing in class. Feedback also helps teachers identify areas where instruction needs improvement or revision.

Task-focused feedback provides specific suggestions for improving student performance on assignments, tests, projects, etc., while formative assessment focuses more directly on what students know and don't know at any given time. In this chapter we will discuss ways that you can use classroom feedback to improve your teaching practice.

The following sections describe different types of feedback:

* Classroom feedback forms

* Student response systems

* Peer review

* Self-assessment tools

* Formative assessments

* Summative evaluations

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Formative and summitted assessments

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Understanding different types of task focused feedback

Feedback has been defined by many sources as "the act of providing an evaluation of someone's work". The term may refer specifically to written comments from others who have observed the person performing some task; it may include verbal comments made during discussions or meetings; or it may simply mean giving a grade to a paper or test score. Regardless of its source, feedback should always be positive. If negative, corrective action must follow immediately so that the situation does not continue to deteriorate.

There are several reasons why feedback is necessary. First, if people do not receive feedback when they make mistakes, then they cannot learn from those errors. Second, without feedback, there would be no way to evaluate whether individuals were meeting expectations. Third, feedback allows us to see our own progress over time. Fourth, feedback enables us to compare ourselves against other people. Finally, feedback gives us insight into how effective our methods are working.

There are two basic kinds of feedback: summative and formative. Evaluative feedback tells us something about the quality of a product or service. For example, after reading a book, I might give myself a rating based on my overall impression of the text. This type of evaluative feedback is called summative because it summarizes all aspects of the experience. On the other hand, formative feedback indicates only one aspect of the experience for instance, the level of understandin g demonstrated by a particular group member. Such feedback is usually provided verbally rather than through writing.

Summative Feedback as an assessment for learning strategy

A summary evaluation is often referred to as a final exam or report card. It includes grades, scores, percentages, rankings, and/or ratings. These results indicate whether the individual met his or her goals or exceeded them. They tell us nothing about the process used to reach these conclusions.

However, summative evaluation is useful for comparing groups of learners within a single course or across courses. An important distinction between summative and formative evaluation is that the former involves evaluating outcomes whereas the latter evaluates processes.

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Using assessment for learning strategies for making improvements to learner outcomes

A total of 576 learners completed questionnaires before and after participating in the course. Results indicated significant increases in all four areas measured by the questionnaire: knowledge about the subject matter; confidence in understanding concepts related to the subject matter; ability to apply what they have learned; and interest in pursuing further studies in the area.

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Embracing technology to enhance assessment for learning

Technology has revolutionized the teaching process by providing teachers with various tools to enhance learning outcomes. Using technology to enhance assessment for learning is a good opportunity for teachers to promote student learning outcomes.

By incorporating technology into their assessment process, teachers can use the feedback loop to provide detailed feedback to students. Feedback is a critical form of feedback that provides students with the necessary information to improve their learning. Using technology allows teachers to provide descriptive feedback that answers students' questions and provides them with evidence of their learning.

For example, teachers can use mini whiteboards or polling apps to assess student learning and provide immediate feedback. These tools can be used to assess student understanding of concepts, answer exam questions, and provide a form of feedback that supports the learning process.

Technology allows for creativity in assessment, which can help students engage in the assessment process, rather than viewing it as a separate task.

Overall, using technology to enhance assessment for learning can be an effective way for teachers to promote student learning outcomes. By providing students with detailed feedback and utilizing creative forms of assessment, teachers can support students in their learning journey and provide them with the tools necessary to succeed.

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Evidencing Learning

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What learning theory is AFL based upon?

AFL improves learner outcomes by providing a framework for the design of instruction and assessment. Learning theories are used to guide instructional decisions, such as how much time should be spent on each topic in an educational program or what type of questions will best assess student knowledge.

If you are interested in learning more about research and practice please do subscribe to our weekly newsletter.

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Strategies for Assessment for Learning: All the research and techniques you need for making AFL happen in the classroom.

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Formative Assessment Tools - Kath Murdoch

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Formative Assessment Tools - Kath Murdoch

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Assessing student learning: Why reform is overdue

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Assessing student learning: Why reform is overdue

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In my school we have started adding assessment moderation discussions to our collaborative planning time, but we have no structure to what we should be focusing on in these discussions. The moderation questions provided here will provide a scaffold that we can use, and I will be interested in using them in our next meeting. My challenge lies in the fact that the teachers are still owning the assessment process, including the analysis of results.

Can you provide any suggestions for how to increase student agency in this process, when and how to include our students?

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My challenge is in the amount of data and evidence we gather in the early years, and what we really do with this to inform learning and teaching. I think we document a tremendous amount but I often feel that we don’t do anything with it.

Can you provide strategies and suggestions for how best to identify what we should be documenting in early years settings, and then what to do with it?

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My challenge at school lies in the third stage of reflect and act on data and evidence. Our teachers do a fabulous job at collecting and gathering data, but I feel that this data is passed on to the leadership team with no ownership by the teachers. The analysis of the data tends to lie with the leadership team, and then results and decisions made.

Can you provide any strategies or processes I could use to bring the teachers more into this analysis and then how to be more transparent in how we share results?

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List of questions for teacher moderation

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List of questions for teacher moderation

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Principles into practice/The learning community

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Principles into practice/The learning community

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Principles into practice/Learning and teaching

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Principles into practice/Learning and teaching

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Engage with the latest developments in educational assessment, its purpose and characteristics. Explore how to monitor, document, measure and report on learning to inform the learner, learning and teaching and the learning community throughout the learning process. Strengthen your assessment capabilities by: analysing data and evidence to inform decision-making for learning and teaching, providing meaningful feedback to feedforward for next steps, and supporting your students to become assessment capable.

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Liskstew@gmail.com