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FORMATIVE ASSESSMENT TECHNIQUES Adapted from NC FALCON Website STRATEGY TOPIC Anticipation Guides Students will complete the first section of the anticipation guide prior to reading/instruction. Students’ responses to the items are discussed in class. Reading and/or instruction follows the discussion. Students will complete the second part of the guide. Responses will be discussed and compared to the previous answers. Changes in responses will be done, if necessary. This strategy provides information on the depth of students’ prior knowledge regarding a certain topic. Application Cards The students will be asked to write down one real-world application of the topic that has been taught. Prior knowledge can be determined and can be shared to the class. Buddy Journal Students are paired to write to each other what they have learned. The teacher can read through these writings and write back to students any additional information or clarification. Classroom Debates Students will take side to an issue. They will defend their side based on their knowledge about an issue. This usually used for subjects where opinions based on facts are practiced. On the other hand, this can also be used in mathematics. The teacher can present two solutions to answer a question. The students will take sides and defend their answer based on the concepts learned. By listening on the debate, the teacher can gauge the depth of the students’ understanding. Clink-Clunk Response Cards/Sticks This strategy works better with younger students. Students are given two index cards attached to a stick. One index card says “CLICK” and will be raised with the student understands the concept. The other index card says “CLUNK” and will be raised when the student is confused with the concept and needs further instruction. This gives an immediate feedback to the teacher and can modify instruction as soon as possible. Focused-Listing Students will be asked to list down ideas or concepts about a lesson that they already know (to determine prior knowledge), that they need Eukaryotic Cell & more clarification on (to elaborate current learning), or that they have Functions learned (to see what learning has occurred. Jigsaw Groups Students are arranged in group. Each group is assigned with a particular topic that they need to learn. The teacher can circulate and Eukaryotic Cells & provide additional information that will help the group understand the Functions topic more. After each group has mastered their content, the class will be regrouped in which each new group will have a representative from the original group. Each member of the new group will take turn in facilitating the discussion of the topic learned from the original group. Journal Entry In mathematics, a teacher can ask a student to solve a problem. But instead of the usual way of writing down the solution, the students will be asked to write their solution in paragraph form. The teacher will know how the students understand the lesson and how they process the solution in their own words. By reading through the students’ writings, the teacher can respond with some additional information or clarification about any misconceptions or gaps in learning. Learning Center – Stories on tape Students will record on tape what their own version of what they learned about a particular topic. Listening to the records, the teacher will know who learns what information. The teacher will select the best tape and can be used at a listening center for those students who have not mastered that particular topic. Mock Interviews Students act as a journalist and interview a classmate regarding the topics learned. The “journalist” will ask questions of varying difficulty level. The interview can either be electronically recorded or in a form of a transcript. By evaluating the document of the interview, the teacher can identify the level of student learning regarding the interview topic. Further instruction will be given to clarify or to give additional information. Muddiest Point This technique is done at the end of the lesson. Students are asked to Eukaryotic Cells & write down the concepts that they understand the least. This will help Functions the teacher to identify the concepts that needs further instruction. One-Sentence Summary Eukaryotic Cell & Usually done at the end of the lesson, students are asked to write one Functions complete sentence summary of what they have learned for the day. Podcasting Podcasting is basically the same as the Learning Center mentioned above, except that it is web-based. This means that the stories recorded will be accessible to more users – teachers, peers and the general public. In the same way, the teacher would be able to know who learned what information. This way, the teacher will know which objectives need further instruction. Poems Students will be asked to write a poem, in any form, using the terms that are used in a lesson. The teacher will read the poem and point out some misconceptions. This poem can be used by the class to master concepts and retain vocabulary. Puppet Show This is especially effective for younger students. Students will write a script and present the puppet show to the class. By reading the script, the teacher would know what things have been learned. Also, not only will the students learn but also enjoy the show. Quick-Writes Students will write or illustrate ideas, concepts, thoughts or feelings on information that has been learned. Using this impromptu activity, the teacher can easily identify concepts that need to be re-taught. Quiz Game The class will be divided into teams. One team will make develop their questions according to the specified categories while the other team answers. By looking at the type of questions and quality of answers given, the teacher will know the depth of the students learning and can therefore make additional instruction, if necessary. Reciprocal Questioning Students will be the one to ask and answer their questions within the group. The teacher will circulate around the classroom to listen to the questions being asked to make sure that the objectives are well- represented. The teacher will listen to answers to measure the depth of the student’s knowledge of that particular topic. The teacher will input additional information into the conversation for greater learning. Role Play If the student can teach the concept correctly to a classmate, then the student must have understood that concept. A student can take the role of a teacher while the teacher observes how the student teaches the concept. The teacher will listen to the students’ discussion and will provide additional instruction, if needed. RSQC2 For two minutes, students are asked to recall and list down concepts from previous day according to its importance. For another two minutes, students will write a 1-sentence summary of these important points. Then, they will post a question that they want to be answered or discuss further by the teacher. Lastly, they will identify two components that will connect their list to the overall goal. Self-Assessment Students are given a list of objectives with the type of questions given. They will check those objectives that they think they can perform with confidence. Student-Generated Diagrams/Drawings Students will read a story or an article in a textbook. The students will develop a diagram/drawings representing what they have learned. An article about the water cycle, for example, can be represented with a diagram. The teacher can view the diagram and see if the concepts are correctly portrayed. Student-Generated Venn Diagrams The teacher will present a Venn diagram template or the students can make their own. This is especially useful for topics that require comparison. The Venn diagram can display similarities and differences between concepts. The teacher will view the Venn diagram and see if the characteristics being compared or contrast are displayed correctly. Think-Pair-Share Students will be presented with a challenging question. They will individually answer the problems at first. Then, they will pair up to discuss their individual answer. During the pair discussion, the teacher will circulate in the classroom to listen to their discussions and give additional instruction or clarification based upon the level of student responses. The combined analysis of the problem, with the teacher’s input if there is any, will then be presented and shared to the rest of the class. Two-Minute Paper Eukaryotic Cell & This technique is usually done at the end of the period. Students are Functions asked to summarize what they have learned that day.
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