Transcript The ABC’s and 3 R’s of Informative Assessment Jacque Melin – GVSU www.formativedifferentiated.com.

The ABC’s and 3 R’s of
Informative Assessment
Jacque Melin – GVSU
www.formativedifferentiated.com
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From Fogarty
& Pete –
Wildly Exciting,
2010
WEATHER
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CLIMATE
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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 selfassessment.
Question #5
• My students actively, consistently,
and effectively communicate with
others about their achievement
status and improvement.
ROUTINE
ASSESSMENTS
Alphabet Graffiti
Anticipatory Guides
(pre- and formative)
Alphabet Graffiti
Anticipatory Guides
(pre- and formative)
Agree Disagree
Agree
1. Global climate is unpredictable.
Support it:
2. The climate of a region is only affected by
latitude.
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 a
large area & over a long period of time.
Support it:
Disagree
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 prewritten)
• 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 Ticket
Please fill out the entry ticket on
your table as you come in.
* Betsey Kennedy
(formative)
Exit Card
• Name
• Question:
Rate yourself:
1 = high confidence
2 = medium confidence
3 = I’m not sure on this
YES
Would you
help
someone
else learn
this?
Not at
this time
Four Corners
(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.
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
x
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1
x
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2
x
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x
3
x
4
x
x
5
Idea Spinner
(formative)
•
Predict
Explain
Evaluate
Free
Summarize
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.”
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.
climate
Definition
Big Idea
Atmospheric condition over a large
area & over a long period of time.
Picture/symbol
Tropical Wet Climate
Examples
Polar Climate
Climate is the average of
the weather over many
decades in a
location.
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 Circle
Onion 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.
2.
3.
4.
5.
6.
Write a question someone should be able to answer after
hearing this lesson.
Explain the most important idea in the lesson in a way a
first-grader could understand.
Draw a picture that represents the main idea of the lesson.
Tell which part you found to be the most confusing.
If you were going to learn more about this topic, what would
you choose to investigate.
Write a headline for a newspaper article about today’s
lesson.
Public Service Announcement
(formative)
Quick Write/Quick Draw
(pre-assessment or formative)
Science
Sequence/steps/cycles/processes
Scientific principles
Content-area vocabulary
Math
Steps in a process
Social Studies
Important events/turning points/conflicts
Elements of civilization
Highlights of an era
Content-area vocabulary
ELA
Character/key figures/attributes
Setting/conflict/problems & solutions
Beginning, middle, end
Symbols/themes
From 25 Quick
Formative
Assessments for
a Differentiated
Classroom
Rock, Paper, Scissors
(formative)
• 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.
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.
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SPIN
2
8
3
7
4
6
5
1
SPIN
2
8
3
7
4
6
5
1
SPIN
2
8
3
7
4
6
5
1
SPIN
2
8
3
7
4
6
5
1
SPIN
2
8
3
7
4
6
5
1
SPIN
2
8
3
7
4
6
5
1
SPIN
2
8
3
7
4
6
5
1
SPIN
2
8
3
7
4
6
5
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
a school because
a car because
Climate is like…
a television because
a book because
* Betsey Kennedy
Tear and Share Activity
(formative)
1
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 characters
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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 Well
3 Fingers – Well
2 Fingers – Somewhat Well
1 Fingers – Not Very Well
Fist – 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)
Whiteboard or Chart Paper Champs
(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.
Websites – Wallwisher
(pre-assessment or formative)
• http://www.formativedifferentiated.com/
X Marks the Spot
(pre-assessment and formative)
x
x
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.
ZAP
(Like Password)
A Vocabulary Review Activity
The
Weather
is…
The
Climate
is…
The
Biome
is…
The
Atmosphere
is…
The
Rainforest
is…
The
Savanna
is…
The
Humidity
is…
The
Precipitation
is…
The
Temperature
is…
The
Hemisphere
is…
The
Current
is…
Talk to this person about which of
these ideas would work in your
classroom.
Stand up and make eyecontact 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
1. A change in matter that produces new substances is called a_________.
A chemical reaction
B physical change
C mixture
D solution
__________ Sure
___________ Unsure
Note that capital letters
should be used for the
distracters.
Have students indicate if they are sure or
unsure for each question
1. Earth is the center of our solar system.
TRUE
FALSE
2. The moon and the sun are the same size.
TRUE
FALSE
3. If you put a footprint on the surface of the moon, it
would last until someone else covered it up.
TRUE
FALSE
4. The sun gives off energy.
TRUE
FALSE
5. The moon has the same amount of gravity as Earth.
TRUE
FALSE
6. Earth is the only planet with plants and animals.
TRUE
FALSE
7. Earth’s moon makes its own light.
TRUE
FALSE
sure
unsure
sure
unsure
sure
unsure
sure
unsure
sure
unsure
sure
unsure
sure
unsure
Include a Student Analysis Piece
Learning Targets
Test
How many
Item
did I get
Numbers
right?
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
How
many did
I get
wrong?
I’ve
mastered
this
target.
I need
to
work
on this
target.
Question
Number
Learning Target
I can describe characteristics of the sun
I can describe characteristics of the moon
I can describe characteristics of Earth
I can explain the distance between the sun, Earth,
and moon
2, 4, 8, 11
3, 7, 9, 10, 12,
13, 19
1, 5, 6, 14, 16, 17
15, 18, 20
Total
Correct
Total
Incorrect
Total
Sure
Total
Unsure