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.

Visit Crockett's Classroom Blog for ideas like this one and more.

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.”

Socratic Seminar

Your Teacher Leaders were introduced to, and participated in, a Socratic Seminar at their Teacher Leadership Institute.   The feedback was positive and some people expressed interest in trying it out.  Here are directions for the Socratic Seminar.  This 7 minute video will show you Socratic Seminar in action.   

Group Feedback Helps Involve Everyone

Do you ever find yourself wondering how to improve how students function when talking in groups, or how to get the introverts in your class more involved?  You can use this form to have a student collect data about a discussion and give feedback to a group.  

This is a great way to get shy students talking.  First, they have to listen carefully to their peers and take notes.  Second, they are able to talk from their notes when giving the group feedback, which can help them build confidence.  

Student Talk with a Purpose

Do you find yourself doing student talk for the sake of student talk?

How is student learning in your class different because of the talk in your classroom?

As you prepare for student talk, be intentional about your purpose by identifying the goal of your student talk:

Goal One:      Help Individual Students Share, Expand and Clarify Their Own Thinking Goal Two:      Help Students Listen Carefully to One Another Goal Three:   Help Students Deepen Their Reasoning Goal Four:     Help Students Think With Others

 Once you have identified your goal check out these strategies connected to each goal!

This was adapted from TERC The Inquiry Project: Bridging Research and Practice