ASSESSMENT

WELCOME!

A LITTLE ABOUT ME

• 19 year still-learning-and-changing teacher
• BER Certified National Presenter; 2 seminars (Academic Vocabulary & 101 Writing Strategies)
• Flipped Learning Inaugural Ambassador
• 10 years at Vandebilt Catholic

Practice Frequency
Check for understanding at least three times a lesson, minimum.

Use Variety
Use different individual and whole group techniques to check understanding

Make It Useful
The true test is whether or not you can adjust your course or continue as planned based on the information received in each assessment.

An open-ended question

• Avoid yes/no questions and phrases like “Does this make sense?”
• Ask questions that get students writing/talking.

Hand signals

• Hand signals can be used to rate or indicate students’ understanding of content.
• Students can show anywhere from five fingers to signal maximum understanding to one finger to signal minimal understanding.
• This strategy requires engagement by all students and allows the teacher to check for understanding within a large group.

Misconception check

• Present students with common or predictable misconceptions about a concept you’re covering. Ask them whether they agree or disagree and to explain why.

Response cards

• Index cards, signs, whiteboards, magnetic boards, or other items are simultaneously held up by all students in class to indicate their response to a question or problem presented by the teacher.
• Using response devices, the teacher can easily note the responses of individual students while teaching the whole group.

Four corners

• A quick and easy snapshot of student understanding, Four Corners provides an opportunity for student movement while permitting the teacher to monitor and assess understanding.
• The teacher poses a question or makes a statement. Students then move to the appropriate corner of the classroom to indicate their response to the prompt.
• For example, the corner choices might include “I strongly agree,” “I strongly disagree,” “I agree somewhat,” and “I’m not sure.”

Think-pair-share

• Students take a few minutes to think about the question or prompt.
• Next, they pair with a designated partner to compare thoughts before sharing with the whole class.

Understand-Realize-Wonder

• Hand 3 Post-its to each student.
• Have students complete the following sentences based on what you've discussed, read, etc.
• "I don't understand __." "I realize __." "I wonder __."
• This kicks off the discussion before proceeding with new information.

Practical App

• Last 5 minutes have students review the lesson just learned and practiced.
• Have them figure out a way they can/will apply this in a practical setting.

Jeopardy Quiz

• Provide students with the answers/concepts studied.
• They have to draft the questions that correlate to the answers.

reflection Journal

• Students write their reflections on a lesson, such as what they learned, what caused them difficulty, strategies they found helpful, or other lesson-related topics.
• Students can reflect on and process lessons. By reading student journals, teachers can identify class and individual misconceptions and successes.
• **I have a handout to accompany this with detailed explanation and rubric.

Analogy prompt

• Periodically, present students with an analogy prompt: “The concept being covered is like ____ because ____.”

Formative pencil–paper assessment

• Students respond individually to short, pencil–paper formative assessments of skills and knowledge taught in the lesson.
• Teachers may elect to have students self-correct and then collects results to monitor individual student progress and to inform future instruction.
• This is a formative assessment, so a grade is not the intended purpose.

Ticket out the door

• Students write in response to a specific prompt for a short period of time.
• Teachers collect their responses as a “ticket out the door” to check for students’ understanding of a concept taught.
• These responses can be the foundation for a warm-up activity the following day.