Formative Assessment Techniques for immediate use for classroom teachers who wish to assess learning and helping students.

1. Welcome in
“Formative Assessment Techniques
by
Shugufta Shazadi
Sargodhians’ Institute for Professional Development
(SIPD)
Rashidabad Friday, July 24, 2020
Muhammad Yusuf

2. Approach Us
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Professional-Development-101446921620638/
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Linkedin: http://www.linkedin.com/in/sipd
Ms. Shazadi SIPD

3. Formative Assessment
What comes in your mind?
Ms. Shazadi SIPD

4. What is Formative Assessment/ assessment
for learning?
◦ First introduced in 1971 by Bloom, Hastings and Maddaus.
◦ The idea was assessment need not be used solely to make summative
evaluations of student performance, arguing that teachers should
include episodes of formative assessment following phases of teaching.
◦ Teachers should provide students with feedback and correction as a way
to remediate student work.
◦ FA “encompassing all those activities undertaken by teachers, and/or by
their students, which provide information to be used as feedback to
modify the teaching and learning activities in which they are engaged.”
(Black & William)
Ms. Shazadi SIPD

5. The Gardening Analogy
Ms. Shazadi SIPD

6. Why formative assessment?
◦ To inform NOT to punish
◦ Allows to adapt instruction based on results, making
modifications and improvements that will produce
immediate benefits for students’ learning.
◦ Gives students evidence of their current progress to
actively manage and adjust their own learning.
◦ Give us the ability to provide constant feedback to
our students.
Ms. Shazadi SIPD

7. Formal & Informal formative assessment
◦ Formal assessment often times, but not always, are used as a
grade in a students academic record. Formal formative
assessments can include quizzes, work samples, daily work, exit
slips, and journals.
◦ Informal assessments are often times not used for grading
purposes. Rather they are used to get a quick reference of how
your students are understanding a specific topic or lesson.
Informal formative assessments can include white board
demonstrations, thumbs up/thumbs down, directed questions,
and discussion reflections.
Ms. Shazadi SIPD

8. Are you tired of old quiz, and
paper pencil tests?
Ms. Shazadi SIPD

9. KWL
At the beginning of a topic pupils
/teacher create a grid with three
columns
What they Know;
What they Want to know;
What they Have Learnt.
Variation – extra column can be ‘How
Will I Learn’
Ms. Shazadi SIPD

10. Hot Seat Questioning
◦ Tag “hot seat” under students’ seats
randomly before their arrival to the
class.
◦ After giving input or performing
any group or whole class activity,
ask them to see under their seats.
◦ Ask question from those who will
be on hot seats.
This type of FACT will engage
students actively in the class. There
will be no chance of bias.
Hot Seat
Ms. Shazadi SIPD

11. POSE-PAUSE-POUNCE-BOUNCE
1. Teacher will pose a
question.
2. Give thinking time.
3. Name a learner or
perform hot seat
technique to answer the
question posed.
4. Students answer to
another student again at
random, saying what do
you think of that
answer?
Ms. Shazadi SIPD

12. Smiley Faces
Students draw smiley faces to show their level of
understanding.
Ms. Shazadi SIPD

13. Muddiest Point
◦ Students write down one
point on which they are least
clear.
◦ This could be from the
previous lesson, the rest of
the unit or the preceding
activity etc.
◦ The teacher and class can
then seek to remedy the
muddiness.
Friday, July 24, 2020 Ms. Shazadi SIPD

14. Counting Tower
◦ Students will make a tower of
numbers given in a fixed time.
◦ The more they make towers the
more they will get plus points
praise/incentive.
Ms. Shazadi SIPD

15. Idea Thoughts/Bouncing
◦ When you have received an answer
from a student...
◦ open up the thinking behind it by
asking what others think about the
idea;
◦ give wait time too to think.
◦ e.g. What is your opinion/idea
about this____________?
Ms. Shazadi SIPD

16. Two Minute paper
A quick and extremely easy way to
collect written feedback on what
students have learned, with only
minimal investment of time and
energy.
Students will be given 2 to 3
minutes and ask to answer:
“What was the most important
thing you learned during this
class" and "What important
question remains unanswered for
you?"
Ms. Shazadi SIPD

17. Making aims clear
◦ Write lesson objectives on the
board at the beginning of the
lesson.
◦ Talk to students about why they are
studying what they are studying.
◦ Check with students that they are
clear about the aims of the
lesson/unit/subject.
Ms. Shazadi SIPD

18. Stop & Go cards
Ms. Shazadi SIPD

19. Three minute pause
◦ The three-minute pause provides a
chance for students to stop, reflect
on the concepts and ideas that have
just been introduced, make
connections to prior knowledge or
experience, and seek clarification.
◦ • I changed my attitude about…
◦ • I became more aware of…
◦ • I was surprised about…
◦ • I felt…
◦ • I related to…
◦ • I empathized with…
Ms. Shazadi SIPD

20. Inside-Outside Circle
◦ Inside and outside circles of
students face each other.
◦ Within each pair of facing students,
students quiz each other with
questions they have written.
◦ Outside circle moves to create new
pairs. Repeat.
Ms. Shazadi SIPD

21. ABCD Whisper
◦ Students should get in groups of
four where one student is A, the
next is B, etc.
◦ Each student will reflect on a
concept and draw a visual of his/her
interpretation.
◦ Then they will share their answer
with each other.
Ms. Shazadi SIPD

22. Discuss Words
◦ When engaged in discussion take
key words and look at them
specifically.
◦ Discuss how they are being used
◦ Is there any ambiguity?
◦ Is everyone using the word in the
same way?
Ms. Shazadi SIPD

23. Minute Paper
◦ Students identify the most
significant (useful, meaningful,
unlikely) thing they have learnt
during the lesson or unit.
◦ After that students will write down
their learning on piece of paper.
Ms. Shazadi SIPD

24. RSQC2
◦ In two minutes, students recall and
list the most important ideas from a
previous day's class.
◦ In two more minutes,
students summarize those points in
a single sentence.
◦ Write one major question they want
answered.
◦ Then identify a theme
to connect this material to the unit
objectives.
◦ Students may comment regarding
their understanding of the topic.
Recall
•________
•________
Summarize
•________
•________
Question:
•________
•________
Connect and comment:
•________
•________
Ms. Shazadi SIPD

25. ◦That’s it for now but there
are many more.
Ms. Shazadi SIPD