“ Too often, educational tests, grades, and report cards are treated by teachers as autopsies when they should be viewed a...
Explain the difference between a simile and a metaphor. Give some examples of each as a part of your explanation. List 3 t...
Think (write) – Pair – Share  Response Logs / Journal Entries Quick Reply: Whiteboards
Thumbs Up / Thumbs Down /  Wavy Palm Windshield: Clear…Bugs…Mud Road Map: I Know the Way… I Need to Follow You…I’m Lost!
<ul><ul><li>1. Stand with answers jotted down and a pen.  </li></ul></ul><ul><ul><li>2. I’ll choose a person to call out a...
<ul><li>1. Group students in groups of 4, 5, or 6 </li></ul><ul><li>2. Give each student a question card (each student in ...
Formative Assessment Instructional Groupings 2. 1. 3. Students who are struggling with the concept or skill Students with ...
Graphic Organizers
<ul><li>You don’t fatten a pig </li></ul><ul><li>by weighing it, so…   </li></ul>… use  your assessments to guide instruct...
Polk Bros. Foundation for Chicago Education at Depaul: http://teacher.depaul.edu Nixa (MO) Public Schools Rocky Mountain C...
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Formative Assessment, Alan Robinson

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Formative Assessment, Alan Robinson

  1. 1. “ Too often, educational tests, grades, and report cards are treated by teachers as autopsies when they should be viewed as physicals.” Assessment expert Doug Reeves
  2. 2. Explain the difference between a simile and a metaphor. Give some examples of each as a part of your explanation. List 3 things you learned about friction today. List 2 ways you see friction working in world around you List 1question you have about friction. Exit Cards <ul><li>What was the objective? </li></ul><ul><li>What did you learn? </li></ul><ul><li>What do you still questions about? </li></ul>
  3. 3. Think (write) – Pair – Share Response Logs / Journal Entries Quick Reply: Whiteboards
  4. 4. Thumbs Up / Thumbs Down / Wavy Palm Windshield: Clear…Bugs…Mud Road Map: I Know the Way… I Need to Follow You…I’m Lost!
  5. 5. <ul><ul><li>1. Stand with answers jotted down and a pen. </li></ul></ul><ul><ul><li>2. I’ll choose a person to call out an answer from his or her paper. </li></ul></ul><ul><ul><li>3. If that answer is on your paper also, raise your hand, say “me too” and cross it off of your list. </li></ul></ul><ul><ul><li>4.Continue until everyone has exhausted their list </li></ul></ul><ul><ul><li>5. Each can be recorded on chart paper </li></ul></ul>Not just hand-raising or chorale response. Choose a method – white board, calculator display, number of raised fingers, color or answer cards, etc. – that allows you to see who’s got it, who doesn’t, and who seems reluctant. Whip-Around Every Student Response
  6. 6. <ul><li>1. Group students in groups of 4, 5, or 6 </li></ul><ul><li>2. Give each student a question card (each student in each group has a different question) </li></ul><ul><li>3. Students read their question to the group </li></ul><ul><li>4. Scorekeeper records # of students for each question who are: </li></ul><ul><ul><li>a. Really sure </li></ul></ul><ul><ul><li>b. Pretty sure </li></ul></ul><ul><ul><li>c. Foggy </li></ul></ul><ul><ul><li>d. Just don’t know </li></ul></ul><ul><li>5. Students scramble to groups of students who share the same question and prepare one answer </li></ul><ul><li>6. Go back to original groups </li></ul><ul><li>7. Share answers and re score </li></ul><ul><li>8. Report to group before and after scorecards </li></ul>Jigsaw Scramble
  7. 7. Formative Assessment Instructional Groupings 2. 1. 3. Students who are struggling with the concept or skill Students with some understanding of the concept or skill Students who understand the concept or skill
  8. 8. Graphic Organizers
  9. 9. <ul><li>You don’t fatten a pig </li></ul><ul><li>by weighing it, so… </li></ul>… use your assessments to guide instruction.
  10. 10. Polk Bros. Foundation for Chicago Education at Depaul: http://teacher.depaul.edu Nixa (MO) Public Schools Rocky Mountain Center for Health Promotion and Education Melanie Cifonelli, Syracuse City (NY) School District Tomlinson, C. (2000). Differentiating Instruction for Academic Diversity Bruce Kelly, Kent (WA) School District http://www.greece.k12.ny.us/instruction/ELA/6-12/tools/index.htm

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