Flip Card - Formative Assessment

One quick way to check for understanding and have students reflect as they are working is by using Flip Cards. This strategy can be used in many ways throughout your lesson.  In a 1st grade classroom, the teacher used the gradual release of responsibility model.  After teaching the content on the rug, students were released back to their seats.  As soon as they got back to their seats, they flipped their card to reflect where they were in relation to the skill just taught.  Students with "I got it!" displayed got right to work.  Students with "I almost have it" and students that flipped their card to "I don't get it" were gathered on the floor for continued support and reteaching.  As the skill became more clear, students were able to leave the small group to work independently.  As students continued to work, they changed the side that was displayed that matched their understanding, helping the teacher and themselves know where they were in relation to the success criteria.  Having students self-reflect gave the teacher quick insight as to who she needed to connect with and formatively assess what they needed to be successful with the skill at hand. Remember, it is only formative assessment if and only if evidence of learning is elicited and used by the teacher and or student to inform next steps.

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Using Cue Cards - Formative Assessment

Do you want instant feedback on who understands, who needs clarification, and who is ready to learn more?  Watch this brief video (2:45) to see an easy-to-use, instant-feedback (6.3) strategy that provides in-the-moment feedback and allows students to assess their own learning, determine learning goals, and monitor their progress (6.5).

Explain What Matters - Formative Assessment

How to Do It

On a 3” x 5” card, ask students to:

Explain the most critical part of _________  to a specific audience of your choice in four or fewer sentences.

Examples

Topic:  Thesis statements

Audience: Jay-Z

The most important part of a thesis statement is clarity and conviction, so it’s kind of like the hook or title of one of your songs–it delivers the message that the song goes on to explain. Feel me?

Topic: The decision to dump the tea into Boston Harbor

Audience: Sixteen-year-old who just got her driver’s license

The most important factor that made colonists decide to dump the tea into Boston Harbor was that they had to pay for the taxes on tea, but they didn’t have anyone represent them in the government. It would be just like if your parents decided that you needed to get a part-time job to help pay for a car for your older brother, but you weren’t going to be allowed to drive it because you were a girl. Lame!  Wouldn’t you throw something, too?

My Favorite No - Formative Assessment

Check out this 5 minute video My Favorite No to learn about a formative assessment strategy (6.3) for identifying and addressing student misconceptions (4.5) in a positive way.

“A mistake is your opportunity to share with me how much you understand so I can teach you before the test.  The test is too late.”