Sample Assessments

Assessment Artifact Assessment description

Thumbs up/Thumbs down
I used Thumbs up/thumbs down frequently to get
a quick check for student understanding. This
showed me which students understood, and
which students needed further assistance.

Scoot
Scoot is a game in which students rotate around
the classroom; each desk has a card with a
problem pertaining to the concept we had been
covering. The students are timed and work the
problem out on their scoot answer page, when
the time is up, they “scoot” to the next desk. If
they didn’t finish their problem they can come
back at the end. This was a fun way for students
to show their abilities and also provided me a
way to see where they were still struggling.
Kahoot
Students participated in an online Kahoot game. I
could use the game to formatively assess each
student.

Matching
For this activity, students worked with a partner
(which I selected based on their abilities) to
match improper fractions with their appropriate
mixed number. Students were able to participate
in cooperative learning. When each pair was
finished, I had to check their matches before they
could continue. This was also a great way to
formatively assess my students.
Hands On Answer Key
When participating in hands on activities,
students would often be required to fill out an
answer document related to the activity. This
allowed to students to stay on the right track
while participating and also provided me with a
means of checking their understanding.

Hands On
Students were given manipulatives (goldfish,
pretzels, and marshmallows) and participated in
an adding and subtracting fractions activity. This
allowed me to observe and assist students as
needed.

Online Testing
Students frequently participated in online testing
to prepare them for the SOL. We used interactive
achievement. This allowed me to quickly access
data to determine students progress.

Unit Test
At the end of each unit/concept, students would
take a test to display understanding. This was
used as summative assessment.
 I had planned to take a picture of my students
using the white boards and thought I had time
but due to school closures do not have one. We
used them 2-3 times a week. Students used
them individually and in small groups.
White Boards
Students frequently used white boards to quickly
display knowledge. If students misunderstood or
had done something wrong, I could fix it (re-
teach or further explain) on the spot. This was a
wonderful form of formative assessment.
Daily Work
Used to determine students growing knowledge
of the math concept being taught. Formative
assessment