The ABC’s and 3 R’s of Informative Assessment Jacque Melin – GVSU formativedifferentiated

The ABC’s and 3 R’s of Informative Assessment

Jacque Melin – GVSUwww.formativedifferentiated.com

ABCDEFGHIJKLM

NOPQRSTUVWXYZ

From Fogarty & Pete – Wildly Exciting, 2010

ABCDEFGHIJKLM

NOPQRSTUVWXYZ

WEATHER

ABCDEFGHIJKLM

NOPQRSTUVWXYZ

CLIMATE

Just because we taught it,Doesn’t mean they caught it!!!

Just because we taught it,Doesn’t mean they caught it!!!

Anonymous Pre-Assessment • Number paper from 1-5• Answer questions in the following way:

– 5: I do this on an ongoing basis, or this happens all the time in my classroom

– 4: I do this frequently, or this happens frequently in my classroom

– 3: I do this sometimes, or this sometimes happens in my classroom

– 2: I do this infrequently, or this happens infrequently in my classroom

– 1: I don’t do this, or this doesn’t happen in my classroom

Question #1

• I understand the relationship between assessment and student motivation and use assessment to build student confidence rather than failure and defeat.

Question #2

• I articulate, in advance of teaching, the achievement targets my students are to hit.

Question #3

• My students describe what targets they are to hit and what comes next in their learning.

Question #4

• My students are actively, consistently, and effectively involved in assessment, including learning to manage their own learning through the skills of self-assessment.

Question #5

• My students actively, consistently, and effectively communicate with others about their achievement status and improvement.

ROUTINE ASSESSMENTS

Alphabet GraffitiAnticipatory Guides

(pre- and formative)

Alphabet GraffitiAnticipatory Guides

(pre- and formative)

Agree Disagree Agree Disagree

1. Global climate is unpredictable.Support it:

2. The climate of a region is only affected bylatitude.Support it:

3. Weather is the atmospheric condition over a small area & short period of time.Support it:

4. Climate is the atmospheric condition over alarge area & over a long period of time. Support it:

Bump in the Road or

Fogginess(formative)

• Write down something from the lesson that they find confusing or difficult.

• Collect responses and review, OR• Form small groups and ask students to share

their “bumps” and seek clarification.

Crumpled Question Toss(formative)

• Each student writes a question about something discussed during the unit (or questions are pre-written)

• Crumple paper and gently toss to another.• Open crumpled paper and answer the question.• Re-crumple and toss.• Add any needed additional information.• Re-crumple and toss a third time.• Final student makes changes/additions,

the presents the question/answers with class.

Card Trick(formative)

• Each student picks a playing card.• When the teacher asks a question or gives a

problem, discuss it with your partner. • The teacher will say something like, “all red cards

stand” or “all Kings stand.” • The teacher will pick someone who is standing to

respond.

Chain Notes*

• One overarching question presented to the class

• Response written on strip of paper• Chain passed around class, students

add their own link• Teacher reviews chain after class or

with the class as a whole

* Betsey Kennedy

Dry-Erase Back to Back Boards

(formative)• You and your partner each get a mini-white board

and stand back-to-back.• The teacher asks a question and you each answer

on your board.• When the teacher says “turn around” you show

each other your answers and discuss.

Entrance or Exit Cards(pre- or formative)

• Students write a response to a teacher generated question on a slip of paper.

• Teacher can review and re-teach.• Entrance cards – questions related to

upcoming learning.• Exit cards – questions related to completed

instruction.• Variation – use same question for both

Entrance and Exit.

Entry TicketPlease fill out the entry ticket on

your table as you come in.

* Betsey Kennedy

Exit Card

• Name• Question:

Rate yourself: 1 = high confidence2 = medium confidence3 = I’m not sure on this

Would you help someone else learn this?

YES Not at this time

(formative)

• Teacher posts questions, concepts, or vocabulary words in each of the corners of the room.

• Each student is assigned a corner. Once in the corner, the students discuss the focus of the lesson in relation to the question, concept, or words.

• Students may report out or move to another corner and repeat.

• After students have moved, as a writing assignment they should be encouraged to reflect on changes in opinion or what they have learned.

Four Corners(formative)

Graphic Organizers or Learning Logs(pre- or formative)

What I knew already…

New Vocabulary

Important to remember

Chart/Picture it This reminded me of…

Not so sure about this…

Math Graph Organizers or Learning Logs

What I knew already…

New concept or idea Important to remember

Chart/Picture it or give an example…

How this relates to a past concept/idea…

Not so sure about this…

Pre-Assessing Using Graphic Organizers

Define it… Give an example…

Give a non-example… Ask a question about it…

Human Graph(pre-assessment or formative)

• Demonstrated at the beginning of the presentation.

• “Snowball” toss then human graph.

x xx x x xx x x x x1 2 3 4 5

Idea Spinner(formative)

• The teacher creates a spinner marked into 4 or 5 quadrants and labeled “Predict, Explain, Summarize, Evaluate” and “Free.”

• After new material is presented, the teacher spins the spinner and asks students to answer a question based on the location of the spinner. For example, if the spinner lands in the “Summarize” quadrant, the teacher might say, “List the key concepts just presented.”

Predict Explain

Evaluate Free

Summarize

Journal Entry(formative)

• Writing done to encourage reflection or exploration of ideas or interest.

• Questions for reflection are often given by the teacher.

• What did you think of the class? Why?• What did you learn today? What did you do in school

today? • What happened in school today that made you feel proud?• How do you want to be evaluated?• One thing that the teacher could do to help me understand

things better is…• One thing that I do that helps me learn the best is…

Key Concepts(formative)

• Explain the key concept “_climate__.”• Give a definition (in your own words), draw a

symbol/picture to represent it, give an example of the concept, and a big idea to go with it.

Picture/symbol

Examples

DefinitionAtmospheric condition over a large area & over a long period of time.

Tropical Wet Climate

Polar Climate

Big Idea

Climate is the average of the weather over many decades in alocation.

climate

Letter to Principal/Parent(formative)

• Write a short letter to the principal/parent telling him or her all of the ideas you have learned about this week.

Magnets(formative)

Instead of Magnets, Use Post-its

No clue I’ve heard of this.

I know a lot about this.

I’m an expert on this.

Most Valuable Point (MVP)*

• Can be used as Ticket-Out-The-Door• Students list

– 3 new ideas – 2 connections – 1 question – 1-sentence summary

* Betsey Kennedy

3 Pointer (3 New Things You Learned)

*_________________________________________________________________________________*_________________________________________________________________________________*_________________________________________________________________________________

2 Pointer (2 Connections You Can Make)

*_________________________________________________________________________________*_________________________________________________________________________________

Foul Shot (What Question Do You Have?)

*_________________________________________________________________________________

* Betsey Kennedy

Note-Taking Specialist(formative)

• Switch notes with your partner. • Look at your partner’s notes and enhance

his/her notes by underlining key terms/ideas, drawing symbols for key ideas, adding in any important notes that are missing, asking questions about key ideas.

Outside/Inside CircleOnion Circle

(formative)• Inside and outside circles of students face

each other. • Within each pair of facing students,

students quiz each other with questions they have written or problems they have created.

• Outside circle moves to create new pairs.• Repeat.

On A Roll*• Each table rolls a number cube• Students at the table answer the question that

corresponds to the number rolled• Can be used for several days over the course

of a topic of study

If you roll a:1. Write a question someone should be able to answer after

hearing this lesson.2. Explain the most important idea in the lesson in a way a

first-grader could understand.3. Draw a picture that represents the main idea of the lesson.4. Tell which part you found to be the most confusing.5. If you were going to learn more about this topic, what

would you choose to investigate.6. Write a headline for a newspaper article about today’s

lesson.

Public Service Announcement(formative)

Science

Sequence/steps/cycles/processesScientific principlesContent-area vocabulary

Math

Steps in a process

Social Studies

Important events/turning points/conflictsElements of civilizationHighlights of an eraContent-area vocabulary

ELA

Character/key figures/attributesSetting/conflict/problems & solutionsBeginning, middle, endSymbols/themes

Quick Write/Quick Draw(pre-assessment or formative)

From 25 Quick Formative Assessments for a Differentiated Classroom

• Listen to the question or the problem the teacher asks and discuss it with your partner.

• Do “Rock, Paper, Scissors” with your partner.• The winner stands and the teacher will choose one

or more of the winners to answer the question. Repeat several times.

Rock, Paper, Scissors(formative)

Spinner – Used with Think/Pair/Share(formative)

• In response to a teacher prompt or question, students THINK,

• Then PAIR (discuss with a partner),• And then SHARE ideas with the whole

class – only those whose number is called (using the spinner) share.

1 2

3

456

7

8

SPIN

1 2

3

456

7

8

SPIN

1 2

3

456

7

8

SPIN

1 2

3

456

7

8

SPIN

1 2

3

456

7

8

SPIN

1 2

3

456

7

8

SPIN

1 2

3

456

7

8

SPIN

1 2

3

456

7

8

SPIN

Synectics*• Teacher selects an important topic• Students list 4 unusual items (unrelated to

topic)• Students create a relationship between the

topic and each of the 4 items

* Betsey Kennedy

Climate is like…

a school because a car because

a book becausea television because

* Betsey Kennedy

Tear and Share Activity(formative)

1111 2

3 4

From Fogarty & Pete – Wildly Exciting, 2010

Twitter Posts*• Can be used as a Ticket-Out-the-Door• Students summarize what they learned using no

more than 140 charactersF O R M A T I V E A S S E

S S M E N T H E L P S T

E A C H E R S K N O W A

S T U D E N T ‘ S S T R

E N G T H S A N D W E A

K N E S S E S S O T H A

T T H E Y C A N M A K

E D E C I S I O N S A B

O U T A P P R O P R I A T

E I N S T R U C T I O N .

FORMATIVE ASSESSMENT HELPS TEACHERS KNOW A STUDENT’S STRENGTHS AND WEAKNESSES

SO THAT THEY CAN MAKE DECISIONS ABOUT APPROPRIATE INSTRUCTION.

* Betsey Kennedy

Understanding Check with Signaling

(pre-assessment or formative)

4 Fingers – Very Well3 Fingers – Well2 Fingers – Somewhat Well1 Fingers – Not Very WellFist – Not At All

Informal Formative Assessment:Red, Yellow, Green

RED: Show red if you…• feel I have not explained this clearly;• still have many questions;• can’t work without assistance; or• do not understand what you are supposed to do.YELLOW: Show yellow if you…• have a question;• need more information; or• need more time to think.GREEN: Show green if you…• really understand;• can explain what you know to the class; or• are okay if I call on you.

Venn or H-Diagram

(formative)

• The class is divided into 5-6 teams. • The whiteboard/chart paper is divided into a large space

for each team. • Each person needs a writing utensil.• When the teacher says “Go,” all team members rush to

their area and write or draw (symbols/pictures) to represent key ideas in the current topic of study. (It will be crowded!)

• At the end of 3 minutes, each team must present 2-3 ideas from their whiteboard or chart paper creation.

Whiteboard or Chart Paper Champs(formative)

Websites – Wallwisher(pre-assessment or formative)

• http://www.formativedifferentiated.com/

X Marks the Spot(pre-assessment and formative)

xx

x

x

x

x

x

Yes/No Cards(pre-assessment or formative)

• Students make a large index card with Yes (or "Got It") on one side, No ("No clue") on the other side.

• Teachers ask an introductory or review question.• Students who know the answer hold up the Yes card, if

they might have the answer they hold the No card.• Then do a quick Think/Pair/Share. • This short assessment can give a quick look at what the

group is ready for/understands/'gets'. • Example: Use when introducing vocabulary words that

students need as a knowledge base for a specific unit of study.

ZAP Game (Like Password)(formative for a vocabulary check)

• One student looks at the screen – one does not look at the screen.

• The student looking at the screen gives clues to the student not looking at the screen.

• As soon as someone “gets” the word, the team raises their hands.

• Other teams quietly say “ZAP.”• Do 6 words, then switch partners.

A Vocabulary Review Activity

ZAP(Like Password)

Weather

The is…

Climate

The is…

Biome

The is…

Atmosphere

The is…

Rainforest

The is…

Savanna

The is…

Humidity

The is…

Precipitation

The is…

Temperature

The is…

Hemisphere

The is…

Current

The is…

Talk to this person about which of these ideas would work in your classroom.

Stand up and make eye-contact with someone who is wearing a similar color to yours. Discuss the above.

You have 2 minutes and 15 seconds.

Put an “X” by at least 2 you will commit to using.

REFLECTIVE ASSESSMENTS

Reflective Assessments

• Emphasize Metacognitive Thinking and Goal Setting

• Examples: – Whiteboard or Chartboard Champs– One Minute Write

RIGOROUS ASSESSMENTS

Have students indicate if they are sure or unsure for each question

Note that capital letters should be used for the distracters.

1. A change in matter that produces new substances is called a_________. A chemical reaction B physical change C mixture D solution

__________ Sure ___________ Unsure

Have students indicate if they are sure or unsure for each question

1. Earth is the center of our solar system.

TRUE

FALSE sure unsure

2. The moon and the sun are the same size.

TRUE

FALSE sure unsure

3. If you put a footprint on the surface of the moon, it would last until someone else covered it up.

TRUE

FALSE sure unsure

4. The sun gives off energy.

TRUE

FALSE sure unsure

5. The moon has the same amount of gravity as Earth.

TRUE

FALSE sure unsure

6. Earth is the only planet with plants and animals.

TRUE

FALSE sure unsure

7. Earth’s moon makes its own light.

TRUE

FALSE sure unsure

Include a Student Analysis Piece

Learning Targets Test Item

Numbers

How many did I get right?

How many did

I get wrong?

I’ve mastered

this target.

I need to

work on this target.

1. I can explain the difference between chemical and physical properties in each phase

1,10,13, 15,17

2. I can provide examples of chemical and physical properties

4,8,14,18

3. I can describe what substances, elements, compounds and mixtures are.

2,3,5,6, 7,11,12,

4. I can recognize and distinguish between elements, compounds and mixtures

23,24,25,26,27,28

5. I can describe what relative motion is.

9,19,21

6. I can use information about relative motion and identify what phase change it belongs to.

16,20,22

Learning Target

Question Number

Total Correct

Total Incorrect

Total Sure

Total Unsure

I can describe characteristics of the sun 2, 4, 8, 11        

I can describe characteristics of the moon 3, 7, 9, 10, 12,13, 19        

I can describe characteristics of Earth 1, 5, 6, 14, 16, 17        

I can explain the distance between the sun, Earth, and moon

15, 18, 20