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Formative Assessment Ideas

This document lists and describes 10 formative assessment ideas: Corners, Hand Signals, RAFT, Rally Quiz, Response Cards/Showdown, Summary Writing, Think-Write-Pair-Share, Three-Step Interview, Whip Around, and Word Toss. These ideas provide different ways for teachers to check student understanding through activities like choosing corners based on expertise, using hand signals to indicate comprehension, writing summaries, quizzing partners, and sharing answers in groups or with the class. The document also cites several resources on formative assessment techniques and Kagan cooperative learning structures.

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Cheryl Dick
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38K views5 pages

Formative Assessment Ideas

This document lists and describes 10 formative assessment ideas: Corners, Hand Signals, RAFT, Rally Quiz, Response Cards/Showdown, Summary Writing, Think-Write-Pair-Share, Three-Step Interview, Whip Around, and Word Toss. These ideas provide different ways for teachers to check student understanding through activities like choosing corners based on expertise, using hand signals to indicate comprehension, writing summaries, quizzing partners, and sharing answers in groups or with the class. The document also cites several resources on formative assessment techniques and Kagan cooperative learning structures.

Uploaded by

Cheryl Dick
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF or read online on Scribd
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Formative Assessment Ideas

Corners

Hand Signals

Raft

Rally Quiz

Response Cards / Showdown

Summary Writing

Think-Write-Pair-Share

Three-Step Interview

Whip Around

Word Toss
Corners:
o Students choose a corner based on their level of expertise of a given subject.
o Based on your knowledge of __________________ , which corner would you
choose?
 Corner 1: The Dirt Road –(There’s so much dust, I can’t see where I’m going! Help!!)
 Corner 2: The Paved Road (It’s fairly smooth, but there are many potholes along the
way.)
 Corner 3: The Highway ( I feel fairly confident but have an occasional need to slow
down.)
 Corner 4: The Interstate (I ’m traveling along and could easily give directions to
someone else.)
o Once students are in their chosen corners, allow students to discuss their
progress with others. Questions may be prompted by teacher.
o Corner One will pair with Corner Three; Corner Two will pair with Corner Four
for peer tutoring.
 Adapted from Kagan Cooperative Learning Structure
 www.kaganonline.com

Hand Signals:
o Thumbs up: “I understand _________and can explain it.”
o Thumbs sideways: “I’m not completely sure about ____________.”
o Thumbs down: “I do not yet understand ___________.”

RAFT:
o Role: What is the role of the writer
o Audience: To whom is the writer writing?
o Format: What is the format for the writing?
o Topic: What is the focus of the writing?
o Example:
o R: Scalene Triangle
o A: Your Angles
o F: Text Message
o T: Unequal Relationship
o Example:
o R: Abraham Lincoln
o A: Barack Obama
o F: Business Letter
o T: Presidential Election Advice
 Hollas, B. (2005) Differentiating Instruction in a Whole-Group Setting. Peterborough, NH: Crystal
Springs Books
Rally Quiz:
o Students take turns quizzing their partners. Teacher provides a list of
questions or students generate a list of questions before playing RallyQuiz!
o Partner A asks a review question of Partner B.
o B answers.
o Partner A checks. If correct, A affirms with praise. If not correct, A coaches, re-
asks, then affirms with praise.
o Students switch roles so B quizzes, and then affirms or coaches
 Kagan Cooperative Learning Structure received at 2009 Brain Expo in Newport Beach, CA
 www.kaganonline.com

Response Cards / showdown:


o Preprinted or write-on whiteboards
o Consider ending a “Snowball Lesson” with a write-on response card to check for
understanding.

Summary writing:
o Students should be able to record the GIST of the lesson on an Exit Slip.

Think-Write-Pair-Share:
o Think: Teacher engages students thinking with a question or task. Allow ‘wait
time’ for students to process.
o Write: Students write response on paper.
o Pair: Students compare and discuss responses.
o Share: After students talk in pairs, teacher asks pairs to share their thinking
with the rest of the class.

Three-Step Interview:
o Students interview a partner and each then share with teammates what they
learned.
o Teacher provides the interview topic, states duration of interview, and provides think
time.
o In pairs, Student A interviews Student B.
o Pairs switch roles: Student B interviews Student A.
o RoundRobin: Pairs pair to form groups of four. Each student, in turn, shares with the
team what he/she learned in the interview.
 Kagan Cooperative Learning Structure received at 2009 Brain Expo in Newport Beach, CA
Whip Around:
o Teacher engages students thinking with a question, Allow ‘wait time’ for
students to process. Teacher may want to encourage students to record two or
three answers on a piece of paper.
o Teacher ‘whips around’ the class, allowing many students to share one answer
off of their paper. Consider playing the song, “Whip It!” prior to the activity.

Word Toss:
o Identify major concepts for the text the students will be reading.
o Write seven to ten key words or phrases on board.
o Students choose at least five words to explain to a partner or in writing

Resources:
Fisher, D., Frey, N. (2007). Checking for Understanding: Formative Assessment Techniques for Your
Classroom. Alexandria, VA: ASCD
Kagan Cooperative Learning Structures received at 2009 Brain Expo in Newport Beach, CA
www.kaganonline.com
Hollas, B. (2005). Differentiating Instruction in a Whole-Group Setting. Peterborough, NH: Crystal Springs
Books
Notes:::

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