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This assessment would be used at the end of a unit in order to test for overall comprehension.

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An End-of-Unit Test would be considered a summative Assessment.

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A benefit of an End-of-Unit Test would be that a grade can be attained very easily for each student.

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English Learners may not understand the wording on the test. Students may also misread directions. If they understand the concept, these could lead to inaccurate grades.

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Welcome back to our blog series on formative assessment.

We've introduced the Popsicle Stick method and the Exit Ticket, two great ways to involve all students and get the information you need to make adjustments to your teaching. Ideas like these have been proven to increase student learning.
A simple way to hear every voice
Ready for our third idea? It's called the Whiteboard.

The Whiteboard technique can engage your entire class and provide helpful evidence of student learning.

Your students can use their whiteboard to provide an answer or information by simply writing their idea down and raising their board so you can read it.

Every student will need a small whiteboard at their desk. Luckily they're fairly inexpensive and can even be found at your local dollar store.

Your students can use their whiteboard to provide an answer or information by simply writing their idea down and raising their board so you can read it. That makes it easy for you to quickly grasp student understanding and adjust how you move forward.
Learn more
A tablet can act in a similar fashion. But, as Dylan Wiliam said, "The greatest modern invention for learning might well be the personal whiteboard." Whatever you use, just remember: It doesn't have to be fancy. As long as you're able to solicit evidence of student understanding and comprehension of the lesson at hand, the technique has done the trick.

Get more formative assessment tips and tricks in our e-book "Making it work: How formative assessment can supercharge your practice."

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Classroom Techniques: Formative Assessment Idea Number Three

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Formative assessment strategies and ideas that involve all students and provide the teacher with evidence of student learning and understanding improve student learning. Read our blog to learn more.

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* Combine the Step Inside routine with a Chalk Talk. Assign students a role in which they must write in the Chalk Talk from that point of view.

These routines work well in the classroom and at home. Using the Chalk Talk routine at home with my kids provided more information than we might have had in a conversation because it was recorded on paper. Instead of just saying, "How was your day?" and getting a one word response, I was able to write "Why was your day good?" and learn more detailed information about their day. I'm excited about the effectiveness of this routine.

-Erica Rossell
6/8 grade Science Teacher
Reuther Middle School

This routine has helped enhance students' writing. Last year I would sometimes get the groans, "Is this a CERC?" This year the kids are like, "Okay! I've got this!" They are very confident, and their evidence and reasoning are linking together. "

-Jari Lynn Pathenos
7/8 grade ELA Teacher Reuther Middle School

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A routine for open-ended discussion on paper ensuring all voices are heard.

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What kind of formative assessments do you use in your classes? One simple, yet powerful type I love to use is the exit ticket.

An exit ticket can be done in two or three minutes at the end of class. Students fill out a small form and leave it as they exit the classroom.

Exit tickets provide quick information about student learning and understanding. They also require the student to apply knowledge from the lesson, which helps to deepen learning. Finally, exit tickets challenge students to synthesize information and express their understanding in their own words.

These tickets can take any form you like. They are generally short (only a couple of questions) and provide students with a chance to share what they learned from the lesson.

Here are three kinds of exit tickets to try in your classroom.

3, 2, 1 Exit Ticket

Here, students are asked to share three things they learned, two things they want to learn more about, and one question they have. This strategy can work at any time during a lesson, but it works particularly well as an exit ticket. You can download printable 3, 2, 1 exit tickets below.
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This is a great way to get a clear overview of student understanding. Plus, if I notice many students have a similar question, I know I need to address it in our next class.

Using exit tickets is a great way to gather information. But how you use that information is even more important. That's why students in the Assessment in Art Education course spend time learning how continuous and ongoing formative assessment can drive instruction. Be sure to check it out!

Blank Exit Ticket

If you only have a small amount of time left at the end of the class, you might not have time for the 3, 2, 1 strategy. For these instances, a one-question exit slip, like the downloadable example below, is a great option.
Download Now
You can choose any question you'd like. Of course, it can relate to the content of the day's lesson, but you can consider other things as well.

Some examples might include:

Asking students how they felt about a specific instructional strategy you used

Asking students what art material they most want to learn about next

Asking students to assess themselves on things like focus or time management

One other idea is to ask students to give you direct feedback on your instruction. For example, you might ask students how you can better help them understand the content. I have learned a lot about my students and my teaching through the use of this strategy!

Sticky Notes

Sticky notes are great for exit tickets. I write a question on the board and have my students stick their notes directly on the board as they finish.

This allows me to use what I see on the notes during closure if I have time. And like the other forms of exit tickets, I can quickly assess what I may need to emphasize in my next class. I can then save the notes as data to use later on.

Whatever form of exit ticket you choose, you are likely to find them valuable. They are quick and easy, as well as a powerful tool to assess student learning.
What is your favorite form of exit ticket?

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3 Simple Exit Tickets to Boost Student Comprehension - The Art of Ed

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What kind of formative assessments do you use in your classes? One simple, yet powerful type I love to use is the exit ticket. An exit ticket can be done in two or three minutes at the end of class. Students fill out a small form and leave it as they exit the classroom.

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7 Classroom Review Games that Won't Waste Time

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These review game ideas make reviewing more fun while still keeping the focus where it should be - on the actual review.

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Each semester I try to incorporate interactive tools into my teaching to keep my students engaged and interested. One such technology that I found free and easy to use for all involved was polling software.

Last semester, I held a "game show" night in which I challenged my students on their knowledge of the library indexes and databases that they learned about the week before. Winners of each poll question received a prize in the form of chocolate, candy, or some sort of fun trinket I picked up at Party City before class. The class was a huge success - not only did my students have a great time, but they demonstrated to me that they had actually retained one of the more critical lessons of the semester.

Game Night with Poll Everywhere

If you'd like to integrate polling into your classroom, check out these tools:

Poll Everywhere - This is the polling software that I use for my classroom and also to present at conferences and events. You can easily set up polls and deploy them from a desktop computer or your smartphone. Participants can use their desktops, smartphones to text in their answers, or even tweet their responses on Twitter! Results display in real-time in a beautiful interface for all to see.

PollDaddy - Probably the best known polling software on the Web, PollDaddy offers the ability to create beautiful polls, view results in eye-catching pie and bar charts, export results, and more. There is also a Polldaddy Polls and Ratings plugin for WordPress if you'd like to incorporate them into your blog. I've been using these polls for years and have not been disappointed yet. Here are the results of just one of the many polls I've taken of iLibrarian readers:
iLibrarian poll results with PollDaddy
Flisti - This quick and easy polling software doesn't even require registration, simply type in your desired poll with answer choices and voila! Participants can instantly see the responses up to the minute.

Micropoll - This application is a quick way to create polls that can be embedded into a website. So if you're using an LMS (learning management system) for your class such as Blackboard or Moodle, you could create these polls and embed them there.

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4 Free Polling Tools to Keep Students Engaged

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Each semester I try to incorporate interactive tools into my teaching to keep my students engaged and interested. One such technology that I found free and easy to use for all involved was polling software. Last semester, I held a "game show" night in which I challenged my students on their knowledge of the library indexes and databases that they learned about the week before.

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AMLE - Association for Middle Level Education

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Successful middle schools engage students in all aspects of their learning. There are many strategies for accomplishing this. One such strategy is student-led conferences. As a classroom teacher or administrator, how do you ensure that the information shared in a student-led conference provides a balanced picture of the student's strengths and weaknesses? The answer to this is to balance both summative and formative classroom assessment practices and information gathering about student learning.

Assessment is a huge topic that encompasses everything from statewide accountability tests to district benchmark or interim tests to everyday classroom tests. In order to grapple with what seems to be an over use of testing, educators should frame their view of testing as assessment and that assessment is information. The more information we have about students, the clearer the picture we have about achievement or where gaps may occur.

Defining Formative and Summative Assessments
The terms "formative" and "summative" do not have to be difficult, yet the definitions have become confusing in the past few years. This is especially true for formative assessment. In a balanced assessment system, both summative and formative assessments are an integral part of information gathering. Depend too much on one or the other and the reality of student achievement in your classroom becomes unclear.

Summative Assessments are given periodically to determine at a particular point in time what students know and do not know. Many associate summative assessments only with standardized tests such as state assessments, but they are also used at and are an important part of district and classroom programs. Summative assessment at the district/classroom level is an accountability measure that is generally used as part of the grading process. The list is long, but here are some examples of summative assessments:

State assessments

District benchmark or interim assessments

End-of-unit or chapter tests

End-of-term or semester exams

Scores that are used for accountability for schools (AYP) and students (report card grades).

The key is to think of summative assessment as a means to gauge, at a particular point in time, student learning relative to content standards. Although the information that is gleaned from this type of assessment is important, it can only help in evaluating certain aspects of the learning process. Because they are spread out and occur after instruction every few weeks, months, or once a year, summative assessments are tools to help evaluate the effectiveness of programs, school improvement goals, alignment of curriculum, or student placement in specific programs. Summative assessments happen too far down the learning path to provide information at the classroom level and to make instructional adjustments and interventions during the learning process. It takes formative assessment to accomplish this.

Formative Assessment is part of the instructional process. When incorporated into classroom practice, it provides the information needed to adjust teaching and learning while they are happening. In this sense, formative assessment informs both teachers and students about student understanding at a point when timely adjustments can be made. These adjustments help to ensure students achieve, targeted standards-based learning goals within a set time frame. Although formative assessment strategies appear in a variety of formats, there are some distinct ways to distinguish them from summative assessments.

One distinction is to think of formative assessment as "practice." We do not hold students accountable in "grade book fashion" for skills and concepts they have just been introduced to or are learning. We must allow for practice. Formative assessment helps teachers determine next steps during the learning process as the instruction approaches the summative assessment of student learning. A good analogy for this is the road test that is required to receive a driver's license. What if, before getting your driver's license, you received a grade every time you sat behind the wheel to practice driving? What if your final grade for the driving test was the average of all of the grades you received while practicing? Because of the initial low grades you received during the process of learning to drive, your final grade would not accurately reflect your ability to drive a car. In the beginning of learning to drive, how confident or motivated to learn would you feel? Would any of the grades you received provide you with guidance on what you needed to do next to improve your driving skills? Your final driving test, or summative assessment, would be the accountability measure that establishes whether or not you have the driving skills necessary for a driver's license-not a reflection of all the driving practice that leads to it. The same holds true for classroom instruction, learning, and assessment.

Another distinction that underpins formative assessment is student involvement. If students are not involved in the assessment process, formative assessment is not practiced or implemented to its full effectiveness. Students need to be involved both as assessors of their own learning and as resources to other students. There are numerous strategies teachers can implement to engage students. In fact, research shows that the involvement in and ownership of their work increases students' motivation to learn. This does not mean the absence of teacher involvement. To the contrary, teachers are critical in identifying learning goals, setting clear criteria for success, and designing assessment tasks that provide evidence of student learning.

One of the key components of engaging students in the assessment of their own learning is providing them with descriptive feedback as they learn. In fact, research shows descriptive feedback to be the most significant instructional strategy to move students forward in their learning. Descriptive feedback provides students with an understanding of what they are doing well, links to classroom learning, and gives specific input on how to reach the next step in the learning progression. In other words, descriptive feedback is not a grade, a sticker, or "good job!" A significant body of research indicates that such limited feedback does not lead to improved student learning.

There are many classroom instructional strategies that are part of the repertoire of good teaching. When teachers use sound instructional practice for the purpose of gathering information on student learning, they are applying this information in a formative way. In this sense, formative assessment is pedagogy and clearly cannot be separated from instruction. It is what good teachers do. The distinction lies in what teachers actually do with the information they gather. How is it being used to inform instruction? How is it being shared with and engaging students? It's not teachers just collecting information/data on student learning; it's what they do with the information they collect.

Some of the instructional strategies that can be used formatively include the following:

Criteria and goal setting with students engages them in instruction and the learning process by creating clear expectations. In order to be successful, students need to understand and know the learning target/goal and the criteria for reaching it. Establishing and defining quality work together, asking students to participate in establishing norm behaviors for classroom culture, and determining what should be included in criteria for success are all examples of this strategy. Using student work, classroom tests, or exemplars of what is expected helps students understand where they are, where they need to be, and an effective process for getting there.

Observations go beyond walking around the room to see if students are on task or need clarification. Observations assist teachers in gathering evidence of student learning to inform instructional planning. This evidence can be recorded and used as feedback for students about their learning or as anecdotal data shared with them during conferences.

Questioning strategies should be embedded in lesson/unit planning. Asking better questions allows an opportunity for deeper thinking and provides teachers with significant insight into the degree and depth of understanding. Questions of this nature engage students in classroom dialogue that both uncovers and expands learning. An "exit slip" at the end of a class period to determine students' understanding of the day's lesson or quick checks during instruction such as "thumbs up/down" or "red/green" (stop/go) cards are also examples of questioning strategies that elicit immediate information about student learning. Helping students ask better questions is another aspect of this formative assessment strategy.

Self and peer assessment helps to create a learning community within a classroom. Students who can reflect while engaged in metacognitive thinking are involved in their learning. When students have been involved in criteria and goal setting, self-evaluation is a logical step in the learning process. With peer evaluation, students see each other as resources for understanding and checking for quality work against previously established criteria.

Student record keeping helps students better understand their own learning as evidenced by their classroom work. This process of students keeping ongoing records of their work not only engages students, it also helps them, beyond a "grade," to see where they started and the progress they are making toward the learning goal.

All of these strategies are integral to the formative assessment process, and they have been suggested by models of effective middle school instruction.

Balancing Assessment
As teachers gather information/data about student learning, several categories may be included. In order to better understand student learning, teachers need to consider information about the products (paper or otherwise) students create and tests they take, observational notes, and reflections on the communication that occurs between teacher and student or among students. When a comprehensive assessment program at the classroom level balances formative and summative student learning/achievement information, a clear picture emerges of where a student is relative to learning targets and standards. Students should be able to articulate this shared information about their own learning. When this happens, student-led conferences, a formative assessment strategy, are valid. The more we know about individual students as they engage in the learning process, the better we can adjust instruction to ensure that all students continue to achieve by moving forward in their learning.

References

Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2003) Assessment for Learning: Putting it into practice. Berkshire, England: Open University Press.

Butler, D.L. & Winnie, P.H. (1995) Feedback and self-regulated learning: a theoretical synthesis. Review of Educational Research, 65(3), 245-281.

Sadler, D.R. (1998) Formative assessment: revisiting the territory. Assessment in Education, 5(1), 77-84.
Catherine Garrison is a professional development specialist at Measured Progress, Dover, New Hampshire. cgarrison@measuredprogress.org Michael Ehringhaus, Ph.D., is director of professional development services at Measured Progress, Dover, New Hampshire. mehringhaus@measuredprogress.org
For more information about Measured Progress, visit www.measuredprogress.org

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Formative and Summative Assessments in the Classroom

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Printable article Successful middle schools engage students in all aspects of their learning. There are many strategies for accomplishing this. One such strategy is student-led conferences. As a classroom teacher or administrator, how do you ensure that the information shared in a student-led conference provides a balanced picture of the student's strengths and weaknesses?

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Getting Started With Graphic Organizers

Classroom assessment may take many forms, and perhaps the most familiar form is standardized testing that occurs at the end of a teaching period. Alternative assessments - often classified as formative assessments - are a great way to augment the traditional standardized tests.

Let's take a look at one field-tested and proven alternative assessment technique facilitated by graphic organizers.

What is a Graphic Organizer?

Say you want to explain how a machine works to students. Rather than using words, we can share a visual with students to illustrate how the parts of the machine interact with each other. Graphic organizers accomplish exactly this: they visually demonstrate a concept and allow teachers to confirm a student's understanding of a teaching objective.

Graphic organizers tap into visual and kinesthetic learning styles and are particularly helpful for students who may need assistance demonstrating their knowledge. Special needs students and English language learners significantly benefit from these assessment alternatives because they are allow demonstration of comprehension without lengthy essay style tests.

Implementing Graphic Organizers for Assessments

Consider trying the following ideas for graphic organizer assessments.

KWL Charts

KWL charts (what I Know, what I Wonder, what I Learned) may be adapted to almost any assessment situation. For example, use a KWL chart in English class to determine how well students understand a text that they have been reading. This could be done periodically throughout a unit or semester.

Then a series of charts from each student may be examined collectively at the end to identify progress (or lack thereof). You might want to compare charts from all students to see if there is a pattern; perhaps one specific concept has not been made clear and needs to be re-taught to the entire class.

Sequence Charts

Many academic concepts involve sequencing. For example, students studying ecological succession in a biology class may demonstrate comprehension by using a sequencing chart to list (or illustrate) the order in which various plant and animal species recover after a wildfire.

English language learners, young learners, and special needs students can use sequencing charts to record (or create) classroom instructions. For example, you might provide a handout with written steps of a process scrambled out of order (like a word bank). Verbally, you can instruct them, ''First, find a partner.'' (Students write the number 1 next to that step, etc.)

Venn Diagrams

Venn diagrams can be used in many subjects. For a health class, students can explore the similarities and differences between aerobic and anaerobic exercise. In English class, they can compare and contrast protagonists and villains. For young learners, you might use Venn diagrams to teach similarities and differences between types of animals, places, shapes, everyday objects, etc.

Folded Paper

Folded paper comes in handy anytime concepts can be categorized or listed. This is especially useful for small groups. Say you have a group of four students; the students can work together to describe the four natural forces in a physics class. To ensure each individual student understands all four sections/concepts, have them present a section/concept that was developed by another team member and rotate as necessary.

Origami

Origami style paper books make for great hands-on graphic organizers. Have students outline one concept on each blank page of the book, such as characters from a story, food groups, major eras of geological time, or geometry theorems.

Cause-and-Effect

Cause-and-effect diagrams are excellent for science and critical thinking classes. For example, ''If I drop an egg...'' or ''If I mix blue and red paint...'' These diagrams may be used during instruction for practice and then implemented as assessments at the end of a unit to confirm students' understandings of cause-and-effect relationships.

Storyboards

Storyboards are particularly useful for helping students to understand abstract concepts in concrete ways. For example, what are the relationships between characters in a novella? On a large piece of paper, blackboard or poster presentation, students can draw a picture of each character and then draw arrows or otherwise connect the dots to illustrate relationships such as friends, co-workers, relatives, etc.

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using graphic organizers as assessment tools | study.com

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Using Graphic Organizers as Assessment Tools | Study.com

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Classroom assessment may take many forms, and perhaps the most familiar form is standardized testing that occurs at the end of a teaching period. Alternative assessments - often classified as formative assessments - are a great way to augment the traditional standardized tests.

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Are quizzes formative or summative? | Onlineassessmenttool.com

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Quizzes are a way to test the knowledge of students. But are quizzes formative or summative? This article will give you a definition of formative and summative and when it's better to use formative or summative assessment. After that, it will tell what our tool can do for you, if want choose for formative or summative assessment.

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Projects such as: diorama, poster, fancy file folder, collage, abc book, etc.

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Using 1-5 fingers to show how much they understand (1=needs a lot of help & 5=I really get it)

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contributed by Saga Briggs

The ultimate goal of teaching is understanding.

But sometimes it's easier to talk than to teach, as we all know, especially when we need to cover a lot of material in a short amount of time. We hope students will understand, if not now then before test time, and we keep our fingers crossed that their results will indicate we've done our job.

The problem is, we often rely on these tests to measure understanding and then we move on. There isn't always time to address weaknesses and misunderstandings after the tests have been graded, and the time to help students learn through strategies to ask great questions is gone.

Below are 22 simple assessment strategies and tips to help you become more frequent in your teaching, planning, and curriculum design.

Book TeachThought Professional Development for training on assessment practices that grow teachers
22 Simple Assessment Strategies & Tips You Can Use Every Day 1. An open-ended question that gets them writing/talking
Avoid yes/no questions and phrases like "Does this make sense?" In response to these questions, students usually answer 'yes.' So, of course, it's surprising when several students later admit that they're lost.

To help students grasp ideas in class, ask open-ended questions that require students that get students writing/talking. They can reveal more than you would've thought to ask directly.
2. Ask students to reflect
During the last five minutes of class ask students to reflect on the lesson and write down what they've learned. Then, ask them to consider how they would apply this concept or skill in a practical setting. Exit ticketsmake this easy to administer and review student answers.
3. Use quizzes
Give a short quiz at the end of class to check for comprehension.
4. Ask students to summarize
Have students summarize or paraphrase important concepts and lessons. This can be done orally, visually, or otherwise.
5. Hand signals
Hand signals can be used to rate or indicate students' understanding of content. Students can show anywhere from five fingers to signal maximum understanding to one finger to signal minimal understanding. This strategy requires engagement by all students and allows the teacher to check for understanding within a large group.
6. Response cards
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.
7. Four corners
A quick and easy snapshot of student understanding, Four Corners provides an opportunity for student movement while permitting the teacher to monitor and assess understanding.

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."
8. Think-pair-share
Students take a few minutes to think about the question or prompt. Next, they pair with a designated partner to compare thoughts before sharing with the whole class.
9. Choral reading
Students mark text to identify a particular concept and chime in, reading the marked text aloud in unison with the teacher. This strategy helps students develop fluency; differentiate between the reading of statements and questions; and practice phrasing, pacing, and reading dialogue.
10. One question quiz
Ask a single focused question with a specific goal that can be answered within a minute or two. You can quickly scan the written responses to assess student understanding.
11. Socratic seminar
Students ask questions of one another about an essential question, topic, or selected text. The questions initiate a conversation that continues with a series of responses and additional questions. Students learn to formulate questions that address issues to facilitate their own discussion and arrive at a new understanding.
12. 3-2-1
Students consider what they have learned by responding to the following prompt at the end of the lesson: 3) things they learned from your lesson; 2) things they want to know more about; and 1) questions they have. The prompt stimulates student reflection on the lesson and helps to process the learning.
13. Ticket out the door
Students write in response to a specific prompt for a short period of time. Teachers collect their responses as a "ticket out the door" to check for students' understanding of a concept taught. This exercise quickly generates multiple ideas that could be turned into longer pieces of writing at a later time.
14. Journal reflections
Students write their reflections on a lesson, such as what they learned, what caused them difficulty, strategies they found helpful, or other lesson-related topics. Students can reflect on and process lessons. By reading student work-especially -types of learning journals that help students think-teachers can identify class and individual misconceptions and successes. (See also
15. Formative pencil-paper assessment
Students respond individually to short, pencil-paper formative assessments of skills and knowledge taught in the lesson. Teachers may elect to have students self-correct. The teacher collects assessment results to monitor individual student progress and to inform future instruction.

Both student and teacher can quickly assess whether the student acquired the intended knowledge and skills. This is a formative assessment, so a grade is not the intended purpose.
16. Misconception check
Present students with common or predictable misconceptions about a concept you're covering. Ask them whether they agree or disagree and to explain why.
17. Analogy prompt
Teaching with analogies can be powerful. Periodically, present students with an analogy prompt: "the concept being covered is like ____ because ____."
18. Practice frequency
Check for understanding at least three times a lesson, minimum.
19. Use variety
Teachers should use enough different individual and whole group techniques to check understanding that they accurately know what all students know. More than likely, this means during a single class the same technique should not be repeated.
20. Make it useful
The true test is whether or not you can adjust your course or continue as planned based on the information received in each check. Do you need to stop and start over? Pull a few students aside for three minutes to re-teach? Or move on?
21. Peer instruction
Perhaps the most accurate way to check for understanding is to have one student try to teach another student what she's learned. If she can do that successfully, it's clear she understood your lesson.
22. "Separate what you do and don't understand"
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.

And seeing what they can even begin to articulate on their own is an excellent starting point here.
This post was written by Saga Briggins and was first published by on opencolleges.edu.au; 20 Simple Assessment Strategies You Can Use Every Day

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22 Simple Assessment Strategies You Can Use Every Day

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contributed by Saga Briggs The ultimate goal of teaching is understanding. But sometimes it's easier to talk than to teach, as we all know, especially when we need to cover a lot of material in a short amount of time.

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contributed by Saga Briggs

The ultimate goal of teaching is understanding.

But sometimes it's easier to talk than to teach, as we all know, especially when we need to cover a lot of material in a short amount of time. We hope students will understand, if not now then before test time, and we keep our fingers crossed that their results will indicate we've done our job.

The problem is, we often rely on these tests to measure understanding and then we move on. There isn't always time to address weaknesses and misunderstandings after the tests have been graded, and the time to help students learn through strategies to ask great questions is gone.

Below are 22 simple assessment strategies and tips to help you become more frequent in your teaching, planning, and curriculum design.

Book TeachThought Professional Development for training on assessment practices that grow teachers
22 Simple Assessment Strategies & Tips You Can Use Every Day 1. An open-ended question that gets them writing/talking
Avoid yes/no questions and phrases like "Does this make sense?" In response to these questions, students usually answer 'yes.' So, of course, it's surprising when several students later admit that they're lost.

To help students grasp ideas in class, ask open-ended questions that require students that get students writing/talking. They can reveal more than you would've thought to ask directly.
2. Ask students to reflect
During the last five minutes of class ask students to reflect on the lesson and write down what they've learned. Then, ask them to consider how they would apply this concept or skill in a practical setting. Exit ticketsmake this easy to administer and review student answers.
3. Use quizzes
Give a short quiz at the end of class to check for comprehension.
4. Ask students to summarize
Have students summarize or paraphrase important concepts and lessons. This can be done orally, visually, or otherwise.
5. Hand signals
Hand signals can be used to rate or indicate students' understanding of content. Students can show anywhere from five fingers to signal maximum understanding to one finger to signal minimal understanding. This strategy requires engagement by all students and allows the teacher to check for understanding within a large group.
6. Response cards
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.
7. Four corners
A quick and easy snapshot of student understanding, Four Corners provides an opportunity for student movement while permitting the teacher to monitor and assess understanding.

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."
8. Think-pair-share
Students take a few minutes to think about the question or prompt. Next, they pair with a designated partner to compare thoughts before sharing with the whole class.
9. Choral reading
Students mark text to identify a particular concept and chime in, reading the marked text aloud in unison with the teacher. This strategy helps students develop fluency; differentiate between the reading of statements and questions; and practice phrasing, pacing, and reading dialogue.
10. One question quiz
Ask a single focused question with a specific goal that can be answered within a minute or two. You can quickly scan the written responses to assess student understanding.
11. Socratic seminar
Students ask questions of one another about an essential question, topic, or selected text. The questions initiate a conversation that continues with a series of responses and additional questions. Students learn to formulate questions that address issues to facilitate their own discussion and arrive at a new understanding.
12. 3-2-1
Students consider what they have learned by responding to the following prompt at the end of the lesson: 3) things they learned from your lesson; 2) things they want to know more about; and 1) questions they have. The prompt stimulates student reflection on the lesson and helps to process the learning.
13. Ticket out the door
Students write in response to a specific prompt for a short period of time. Teachers collect their responses as a "ticket out the door" to check for students' understanding of a concept taught. This exercise quickly generates multiple ideas that could be turned into longer pieces of writing at a later time.
14. Journal reflections
Students write their reflections on a lesson, such as what they learned, what caused them difficulty, strategies they found helpful, or other lesson-related topics. Students can reflect on and process lessons. By reading student work-especially -types of learning journals that help students think-teachers can identify class and individual misconceptions and successes. (See also
15. Formative pencil-paper assessment
Students respond individually to short, pencil-paper formative assessments of skills and knowledge taught in the lesson. Teachers may elect to have students self-correct. The teacher collects assessment results to monitor individual student progress and to inform future instruction.

Both student and teacher can quickly assess whether the student acquired the intended knowledge and skills. This is a formative assessment, so a grade is not the intended purpose.
16. Misconception check
Present students with common or predictable misconceptions about a concept you're covering. Ask them whether they agree or disagree and to explain why.
17. Analogy prompt
Teaching with analogies can be powerful. Periodically, present students with an analogy prompt: "the concept being covered is like ____ because ____."
18. Practice frequency
Check for understanding at least three times a lesson, minimum.
19. Use variety
Teachers should use enough different individual and whole group techniques to check understanding that they accurately know what all students know. More than likely, this means during a single class the same technique should not be repeated.
20. Make it useful
The true test is whether or not you can adjust your course or continue as planned based on the information received in each check. Do you need to stop and start over? Pull a few students aside for three minutes to re-teach? Or move on?
21. Peer instruction
Perhaps the most accurate way to check for understanding is to have one student try to teach another student what she's learned. If she can do that successfully, it's clear she understood your lesson.
22. "Separate what you do and don't understand"
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.

And seeing what they can even begin to articulate on their own is an excellent starting point here.
This post was written by Saga Briggins and was first published by on opencolleges.edu.au; 20 Simple Assessment Strategies You Can Use Every Day

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22 Simple Assessment Strategies You Can Use Every Day

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contributed by Saga Briggs The ultimate goal of teaching is understanding. But sometimes it's easier to talk than to teach, as we all know, especially when we need to cover a lot of material in a short amount of time.

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contributed by Saga Briggs

The ultimate goal of teaching is understanding.

But sometimes it's easier to talk than to teach, as we all know, especially when we need to cover a lot of material in a short amount of time. We hope students will understand, if not now then before test time, and we keep our fingers crossed that their results will indicate we've done our job.

The problem is, we often rely on these tests to measure understanding and then we move on. There isn't always time to address weaknesses and misunderstandings after the tests have been graded, and the time to help students learn through strategies to ask great questions is gone.

Below are 22 simple assessment strategies and tips to help you become more frequent in your teaching, planning, and curriculum design.

Book TeachThought Professional Development for training on assessment practices that grow teachers
22 Simple Assessment Strategies & Tips You Can Use Every Day 1. An open-ended question that gets them writing/talking
Avoid yes/no questions and phrases like "Does this make sense?" In response to these questions, students usually answer 'yes.' So, of course, it's surprising when several students later admit that they're lost.

To help students grasp ideas in class, ask open-ended questions that require students that get students writing/talking. They can reveal more than you would've thought to ask directly.
2. Ask students to reflect
During the last five minutes of class ask students to reflect on the lesson and write down what they've learned. Then, ask them to consider how they would apply this concept or skill in a practical setting. Exit ticketsmake this easy to administer and review student answers.
3. Use quizzes
Give a short quiz at the end of class to check for comprehension.
4. Ask students to summarize
Have students summarize or paraphrase important concepts and lessons. This can be done orally, visually, or otherwise.
5. Hand signals
Hand signals can be used to rate or indicate students' understanding of content. Students can show anywhere from five fingers to signal maximum understanding to one finger to signal minimal understanding. This strategy requires engagement by all students and allows the teacher to check for understanding within a large group.
6. Response cards
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.
7. Four corners
A quick and easy snapshot of student understanding, Four Corners provides an opportunity for student movement while permitting the teacher to monitor and assess understanding.

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."
8. Think-pair-share
Students take a few minutes to think about the question or prompt. Next, they pair with a designated partner to compare thoughts before sharing with the whole class.
9. Choral reading
Students mark text to identify a particular concept and chime in, reading the marked text aloud in unison with the teacher. This strategy helps students develop fluency; differentiate between the reading of statements and questions; and practice phrasing, pacing, and reading dialogue.
10. One question quiz
Ask a single focused question with a specific goal that can be answered within a minute or two. You can quickly scan the written responses to assess student understanding.
11. Socratic seminar
Students ask questions of one another about an essential question, topic, or selected text. The questions initiate a conversation that continues with a series of responses and additional questions. Students learn to formulate questions that address issues to facilitate their own discussion and arrive at a new understanding.
12. 3-2-1
Students consider what they have learned by responding to the following prompt at the end of the lesson: 3) things they learned from your lesson; 2) things they want to know more about; and 1) questions they have. The prompt stimulates student reflection on the lesson and helps to process the learning.
13. Ticket out the door
Students write in response to a specific prompt for a short period of time. Teachers collect their responses as a "ticket out the door" to check for students' understanding of a concept taught. This exercise quickly generates multiple ideas that could be turned into longer pieces of writing at a later time.
14. Journal reflections
Students write their reflections on a lesson, such as what they learned, what caused them difficulty, strategies they found helpful, or other lesson-related topics. Students can reflect on and process lessons. By reading student work-especially -types of learning journals that help students think-teachers can identify class and individual misconceptions and successes. (See also
15. Formative pencil-paper assessment
Students respond individually to short, pencil-paper formative assessments of skills and knowledge taught in the lesson. Teachers may elect to have students self-correct. The teacher collects assessment results to monitor individual student progress and to inform future instruction.

Both student and teacher can quickly assess whether the student acquired the intended knowledge and skills. This is a formative assessment, so a grade is not the intended purpose.
16. Misconception check
Present students with common or predictable misconceptions about a concept you're covering. Ask them whether they agree or disagree and to explain why.
17. Analogy prompt
Teaching with analogies can be powerful. Periodically, present students with an analogy prompt: "the concept being covered is like ____ because ____."
18. Practice frequency
Check for understanding at least three times a lesson, minimum.
19. Use variety
Teachers should use enough different individual and whole group techniques to check understanding that they accurately know what all students know. More than likely, this means during a single class the same technique should not be repeated.
20. Make it useful
The true test is whether or not you can adjust your course or continue as planned based on the information received in each check. Do you need to stop and start over? Pull a few students aside for three minutes to re-teach? Or move on?
21. Peer instruction
Perhaps the most accurate way to check for understanding is to have one student try to teach another student what she's learned. If she can do that successfully, it's clear she understood your lesson.
22. "Separate what you do and don't understand"
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.

And seeing what they can even begin to articulate on their own is an excellent starting point here.
This post was written by Saga Briggins and was first published by on opencolleges.edu.au; 20 Simple Assessment Strategies You Can Use Every Day

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22 Simple Assessment Strategies You Can Use Every Day

# data[].attributes.attachment_link.description
contributed by Saga Briggs The ultimate goal of teaching is understanding. But sometimes it's easier to talk than to teach, as we all know, especially when we need to cover a lot of material in a short amount of time.

# data[].attributes.attachment_link.readable_text
contributed by Saga Briggs

The ultimate goal of teaching is understanding.

But sometimes it's easier to talk than to teach, as we all know, especially when we need to cover a lot of material in a short amount of time. We hope students will understand, if not now then before test time, and we keep our fingers crossed that their results will indicate we've done our job.

The problem is, we often rely on these tests to measure understanding and then we move on. There isn't always time to address weaknesses and misunderstandings after the tests have been graded, and the time to help students learn through strategies to ask great questions is gone.

Below are 22 simple assessment strategies and tips to help you become more frequent in your teaching, planning, and curriculum design.

Book TeachThought Professional Development for training on assessment practices that grow teachers
22 Simple Assessment Strategies & Tips You Can Use Every Day 1. An open-ended question that gets them writing/talking
Avoid yes/no questions and phrases like "Does this make sense?" In response to these questions, students usually answer 'yes.' So, of course, it's surprising when several students later admit that they're lost.

To help students grasp ideas in class, ask open-ended questions that require students that get students writing/talking. They can reveal more than you would've thought to ask directly.
2. Ask students to reflect
During the last five minutes of class ask students to reflect on the lesson and write down what they've learned. Then, ask them to consider how they would apply this concept or skill in a practical setting. Exit ticketsmake this easy to administer and review student answers.
3. Use quizzes
Give a short quiz at the end of class to check for comprehension.
4. Ask students to summarize
Have students summarize or paraphrase important concepts and lessons. This can be done orally, visually, or otherwise.
5. Hand signals
Hand signals can be used to rate or indicate students' understanding of content. Students can show anywhere from five fingers to signal maximum understanding to one finger to signal minimal understanding. This strategy requires engagement by all students and allows the teacher to check for understanding within a large group.
6. Response cards
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.
7. Four corners
A quick and easy snapshot of student understanding, Four Corners provides an opportunity for student movement while permitting the teacher to monitor and assess understanding.

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."
8. Think-pair-share
Students take a few minutes to think about the question or prompt. Next, they pair with a designated partner to compare thoughts before sharing with the whole class.
9. Choral reading
Students mark text to identify a particular concept and chime in, reading the marked text aloud in unison with the teacher. This strategy helps students develop fluency; differentiate between the reading of statements and questions; and practice phrasing, pacing, and reading dialogue.
10. One question quiz
Ask a single focused question with a specific goal that can be answered within a minute or two. You can quickly scan the written responses to assess student understanding.
11. Socratic seminar
Students ask questions of one another about an essential question, topic, or selected text. The questions initiate a conversation that continues with a series of responses and additional questions. Students learn to formulate questions that address issues to facilitate their own discussion and arrive at a new understanding.
12. 3-2-1
Students consider what they have learned by responding to the following prompt at the end of the lesson: 3) things they learned from your lesson; 2) things they want to know more about; and 1) questions they have. The prompt stimulates student reflection on the lesson and helps to process the learning.
13. Ticket out the door
Students write in response to a specific prompt for a short period of time. Teachers collect their responses as a "ticket out the door" to check for students' understanding of a concept taught. This exercise quickly generates multiple ideas that could be turned into longer pieces of writing at a later time.
14. Journal reflections
Students write their reflections on a lesson, such as what they learned, what caused them difficulty, strategies they found helpful, or other lesson-related topics. Students can reflect on and process lessons. By reading student work-especially -types of learning journals that help students think-teachers can identify class and individual misconceptions and successes. (See also
15. Formative pencil-paper assessment
Students respond individually to short, pencil-paper formative assessments of skills and knowledge taught in the lesson. Teachers may elect to have students self-correct. The teacher collects assessment results to monitor individual student progress and to inform future instruction.

Both student and teacher can quickly assess whether the student acquired the intended knowledge and skills. This is a formative assessment, so a grade is not the intended purpose.
16. Misconception check
Present students with common or predictable misconceptions about a concept you're covering. Ask them whether they agree or disagree and to explain why.
17. Analogy prompt
Teaching with analogies can be powerful. Periodically, present students with an analogy prompt: "the concept being covered is like ____ because ____."
18. Practice frequency
Check for understanding at least three times a lesson, minimum.
19. Use variety
Teachers should use enough different individual and whole group techniques to check understanding that they accurately know what all students know. More than likely, this means during a single class the same technique should not be repeated.
20. Make it useful
The true test is whether or not you can adjust your course or continue as planned based on the information received in each check. Do you need to stop and start over? Pull a few students aside for three minutes to re-teach? Or move on?
21. Peer instruction
Perhaps the most accurate way to check for understanding is to have one student try to teach another student what she's learned. If she can do that successfully, it's clear she understood your lesson.
22. "Separate what you do and don't understand"
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.

And seeing what they can even begin to articulate on their own is an excellent starting point here.
This post was written by Saga Briggins and was first published by on opencolleges.edu.au; 20 Simple Assessment Strategies You Can Use Every Day

# data[].attributes.attachment_link.title
22 Simple Assessment Strategies You Can Use Every Day

# data[].attributes.attachment_link.description
contributed by Saga Briggs The ultimate goal of teaching is understanding. But sometimes it's easier to talk than to teach, as we all know, especially when we need to cover a lot of material in a short amount of time.

# data[].attributes.attachment_link.readable_text
contributed by Saga Briggs

The ultimate goal of teaching is understanding.

But sometimes it's easier to talk than to teach, as we all know, especially when we need to cover a lot of material in a short amount of time. We hope students will understand, if not now then before test time, and we keep our fingers crossed that their results will indicate we've done our job.

The problem is, we often rely on these tests to measure understanding and then we move on. There isn't always time to address weaknesses and misunderstandings after the tests have been graded, and the time to help students learn through strategies to ask great questions is gone.

Below are 22 simple assessment strategies and tips to help you become more frequent in your teaching, planning, and curriculum design.

Book TeachThought Professional Development for training on assessment practices that grow teachers
22 Simple Assessment Strategies & Tips You Can Use Every Day 1. An open-ended question that gets them writing/talking
Avoid yes/no questions and phrases like "Does this make sense?" In response to these questions, students usually answer 'yes.' So, of course, it's surprising when several students later admit that they're lost.

To help students grasp ideas in class, ask open-ended questions that require students that get students writing/talking. They can reveal more than you would've thought to ask directly.
2. Ask students to reflect
During the last five minutes of class ask students to reflect on the lesson and write down what they've learned. Then, ask them to consider how they would apply this concept or skill in a practical setting. Exit ticketsmake this easy to administer and review student answers.
3. Use quizzes
Give a short quiz at the end of class to check for comprehension.
4. Ask students to summarize
Have students summarize or paraphrase important concepts and lessons. This can be done orally, visually, or otherwise.
5. Hand signals
Hand signals can be used to rate or indicate students' understanding of content. Students can show anywhere from five fingers to signal maximum understanding to one finger to signal minimal understanding. This strategy requires engagement by all students and allows the teacher to check for understanding within a large group.
6. Response cards
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.
7. Four corners
A quick and easy snapshot of student understanding, Four Corners provides an opportunity for student movement while permitting the teacher to monitor and assess understanding.

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."
8. Think-pair-share
Students take a few minutes to think about the question or prompt. Next, they pair with a designated partner to compare thoughts before sharing with the whole class.
9. Choral reading
Students mark text to identify a particular concept and chime in, reading the marked text aloud in unison with the teacher. This strategy helps students develop fluency; differentiate between the reading of statements and questions; and practice phrasing, pacing, and reading dialogue.
10. One question quiz
Ask a single focused question with a specific goal that can be answered within a minute or two. You can quickly scan the written responses to assess student understanding.
11. Socratic seminar
Students ask questions of one another about an essential question, topic, or selected text. The questions initiate a conversation that continues with a series of responses and additional questions. Students learn to formulate questions that address issues to facilitate their own discussion and arrive at a new understanding.
12. 3-2-1
Students consider what they have learned by responding to the following prompt at the end of the lesson: 3) things they learned from your lesson; 2) things they want to know more about; and 1) questions they have. The prompt stimulates student reflection on the lesson and helps to process the learning.
13. Ticket out the door
Students write in response to a specific prompt for a short period of time. Teachers collect their responses as a "ticket out the door" to check for students' understanding of a concept taught. This exercise quickly generates multiple ideas that could be turned into longer pieces of writing at a later time.
14. Journal reflections
Students write their reflections on a lesson, such as what they learned, what caused them difficulty, strategies they found helpful, or other lesson-related topics. Students can reflect on and process lessons. By reading student work-especially -types of learning journals that help students think-teachers can identify class and individual misconceptions and successes. (See also
15. Formative pencil-paper assessment
Students respond individually to short, pencil-paper formative assessments of skills and knowledge taught in the lesson. Teachers may elect to have students self-correct. The teacher collects assessment results to monitor individual student progress and to inform future instruction.

Both student and teacher can quickly assess whether the student acquired the intended knowledge and skills. This is a formative assessment, so a grade is not the intended purpose.
16. Misconception check
Present students with common or predictable misconceptions about a concept you're covering. Ask them whether they agree or disagree and to explain why.
17. Analogy prompt
Teaching with analogies can be powerful. Periodically, present students with an analogy prompt: "the concept being covered is like ____ because ____."
18. Practice frequency
Check for understanding at least three times a lesson, minimum.
19. Use variety
Teachers should use enough different individual and whole group techniques to check understanding that they accurately know what all students know. More than likely, this means during a single class the same technique should not be repeated.
20. Make it useful
The true test is whether or not you can adjust your course or continue as planned based on the information received in each check. Do you need to stop and start over? Pull a few students aside for three minutes to re-teach? Or move on?
21. Peer instruction
Perhaps the most accurate way to check for understanding is to have one student try to teach another student what she's learned. If she can do that successfully, it's clear she understood your lesson.
22. "Separate what you do and don't understand"
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.

And seeing what they can even begin to articulate on their own is an excellent starting point here.
This post was written by Saga Briggins and was first published by on opencolleges.edu.au; 20 Simple Assessment Strategies You Can Use Every Day

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22 Simple Assessment Strategies You Can Use Every Day

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contributed by Saga Briggs The ultimate goal of teaching is understanding. But sometimes it's easier to talk than to teach, as we all know, especially when we need to cover a lot of material in a short amount of time.

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Individual White Boards can be used as a formative assessment tool.

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This assessment tool could be used to check for understanding during a lesson in all subjects. It could also be used as a review tool before a test.

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The teacher gets immediate feedback on student understanding. Students are also able to keep answers private for the most part so shy students are comfortable participating. The boards can also be very cheap to make if actual white boards are too expensive.

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Students could potentially feel rushed during this activity and the white boards require cleaning and upkeep.

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Chalk Talk is a formative assessment.

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Chalk Talks would be used to get everyone's brain warmed up for a lesson and to allow students to form connections to material.

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This method allows all students to participate and to link ideas together. Students may notice new things about material that they hadn't realized themselves.

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This method allows all students to participate and to link ideas together. Students may notice new

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This method allows all students to participate and to link ideas together. Students may

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This method allows all students to participate and to link ideas together.

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Some students may be shy or hesitant to write their ideas on the board out of fear that they could be wrong.

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Some students may be shy or hesitant to

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3-2-1 Exit Slips would be considered a formative assessment tool.

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3-2-1 Exit Slips would be used to check for the following things as students leave the classroom: what they learned, what they want to know more about, and a question they still have.

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Lets the teacher know what needs to be reviewed and what the class has a good overall understanding of.

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Students may feel forced to come up with a question despite understanding everything, which could be misleading to the teacher.

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Jeopardy can be used as a formative assessment.

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This assessment can be used as an engaging and effective review game for students before a test.

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Students love the competitive and fun nature while working together to come up with correct answers. This game allows all content to be reviewed in a fun way.

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This game is played in groups, so some students may not be receiving the benefits if they aren't actively participating in their groups. It also requires a lot of prep work to load the questions.

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Classroom Polls are formative.

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This could be used as an easy way to check for understanding or could be used as a review game.

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There are many different types of software out there that allow teachers to make classroom polls fun and engaging. This can be set up so that it is anonymous in order to allow students safety behind incorrect answers.

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The set-up can be time consuming and some software may limit student thinking.

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This is a formative assessment tool.

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This would be used at the end of a lesson. It allows students time to write about what they learned or about what questions they still have about it.

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The teacher is able to gather what information stuck with students and can plan future instruction based on what they know and what they still need to work on.

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Students may feel rushed and may not be able to get all of their thoughts down quickly enough, potentially giving the teacher inaccurate information.

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This is a summative assessment.

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Standardized Tests are used annually to check for overall progress in relation to other schools across the state/country.

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Benefits include being able to compare results to other schools to check for school-wide success.

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ELLs may have difficulty understanding the language used on these tests. Students may struggle with focusing for the length of these tests.

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This is a formative assessment.

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Can be used to teach similarities and differences and to show relationships between concepts.

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Students are able to make connections which the teacher can see very clearly.

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Students must have an understanding of how to compare and contrast in order to perform this assessment type.

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Quizzes are a formative assessment tool.

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Quizzes are used to test for understanding prior to moving on to the next topic.

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A quiz is a good way to collect data on student performance and understanding. It doesn't have to be time consuming but can cover as much or as little information as necessary.

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A quiz typically has to be prepared ahead of time, which can take time. This type of assessment is not very engaging.

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Extension Projects would be considered a summative assessment.

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These projects would be given at the end of a unit in order for students to have the ability to apply all of their new knowledge to create a product that showcases their understanding.

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This allows create freedom and can engage students.

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May require parents to purchase materials. Certain projects may not require as much application of content as others.

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This is a formative assessment.

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This could be used throughout a lesson in order to gauge student understanding.

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Not time consuming and can be used frequently.

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Students may be concerned with other students judging them.

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This is a formative assessment.

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This assessment can be used throughout a lesson to gauge student understanding.

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The teacher can quickly asses student understanding. Allows for a middle ground.

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Students may be concerned about other students judging their level of understanding.

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This is a formative assessment.

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This would be used during a lesson to check for student level of understanding.

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Students are able to self-assess for understanding and communicate with the teacher about how much they understand or don't understand a concept.

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Students may be embarrassed to share if they don't understand, potentially causing inaccurate reporting.

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This is a formative assessment.

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This would be used throughout lessons in all subjects in order for students to share whether or not they understand.

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This is a discrete way for students to share their understanding or lack of understanding with the teacher without the teacher having to ask for hands to be raised.

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This doesn't allow for specific concepts to be addressed but rather shows a general understanding or misunderstanding. Students may hesitate to flip their cards if they're embarrassed.

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This is a formative assessment.

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This would be used throughout the lesson to check for level of understanding.

# data[].attributes.body
Just like the last few assessments, this allows students to communicate their level of understanding with the teacher. The yellow light would allow for a middle group rather than a general understanding or lack of understanding.

# data[].attributes.body
Students could be concerned about judgement from others.

# data[].attributes.body
This is a formative assessment.

# data[].attributes.body
This would be used at the conclusion of a lesson in order for students to provide feedback about understanding and lingering questions.