Assessment for Learning Strategies

Strategies sources: Formative Assessment Strategies, A Bakers Dozen; Seven Strategies of

Assessment for Learning; 25 Quick Formative Assessments for a Differentiated Classroom;
Formative Assessment Strategies for Every Classroom and West High School staff, Regina Public
Schools and Saskatchewan Learning
Strategy

Description

Most Appropriate To Use…

Links

Exit Slips:
Short written response to a specific question on today’s learning; handed to
teacher when leaving
At The End Of A Class
Best Practice exit forms
Posting Learning Targets
Specific learning targets stated in student-friendly language; posted &
referred to often
Pre, During, Post Learning

Showing Good & Bad Examples Of Work

Example of exemplar work products and less proficient work; reasons for
rating clearly stated, & students analyzing what is good vs poor
Beginning Of Instruction; Before Project Completion; Must Provide Time
For Students To Revise

Extended Wait Time

Waiting over 5 seconds before allowing a response; allows time for slower
processors
Anytime During Instruction

Anticipation Guides
Statements on topic that students agree or disagree with prior to and after
learning
Prior To Learning Then Revisited After Learning To Allow Changes

3,2,1
3 things you learned; 2 things you already knew; 1 thing you still don’t fully
understand
During Or At The End Of Learning

Surveys
Surveys of student confidence or attitudes related to a topic
Pre, During, Post Learning

Quick Write
Given topic and short time frame, students write everything they know on the
topic.
Pre, During, Post Learning

Pair Share
Students respond to a question by sharing answer or ideas briefly with nearby
partner
Pre And/Or During Instruction

Student Goal Setting

Students evaluate current level of learning on specific subject/topic and set
goals for growth
Pre, And/Or During Learning

Ungraded Descriptive Feedback

Feedback that includes suggestions for improving the quality of the work;
(Not a grade or %)
During The Learning; Useful To Influence Processes That Require Several
Attempts

Student Self Assessment

Students evaluate their own work as compared to a set criteria; rubric,
checklist, etc.
During Development Or Practice Of Learning; Prior To Final Submission
see
http://www.teachers.tv/videos/hand-gestures
Peer Assessment
Classmate evaluates peer work as compared to a set criteria; rubric, checklist,
etc.
During Development Or Practice Of Learning
see
http://www.teachers.tv/videos/self-assessment-and-peer-support
Peer Assessment Strategy #1
Have students peer assess using a few guiding sentence fragments, such as:
• You did these really well:
• You could have…
• Next time you need to focus on…
During Or Post Instruction

Self Assessment Strategy #1

Have students self assess using a few guiding sentence fragments, such as:
I am please with my work so far, because…
Two improvements I’ve made are…
Next time I revise my work, I need to focus on…
I would grade myself a !
because I…
In order to improve, I need to…
During Or Post Instruction

Self Assessment Strategy #2 or

Self Reflection
Post self evaluation questions on the wall in the classroom. Examples of such
questions would be as follows:
· What were you most pleased about?
· What do you need more help with?
· What did you find difficult?
· What did you already know about it?
· What did you find easy?
· What helped you move on to learn something new?
During Or Post Instruction

Minute Papers
Minute Papers are generally written on half sheets of paper or index cards.
The student is directed to write one or two important concepts from the day’s
lesson. The purpose is merely to give students a chance to self-select one or
more of the things they learned during a class session, an investigation, or a
series of lessons.
During Or Post Instruction

Windshield Checks
Windshield Checks are useful during a lesson or unit of study to check for
understanding.
Example:
CLEAR = I get it!
BUGS = I get it for the most part, but some things are still unclear.
MUD = I still don’t get it!
During Learning

Four Corners (Frayer Model)

Four Corners is useful as a strategy at many grade levels and in many subject
areas. It makes use of a familiar graphic organizer. Four boxes contain the
words definition, information, example and non-example. The topic or
concept is named in the middle of the graphic organizer.
Pre, During, Post Learning

KWL
KWL is a technique used by teachers to assess what students "know," "wish
to know," and "have learned about a particular topic." Divide a sheet of paper
into three columns labeled K, W, L. At the beginning of a lesson, the KWL
serves as a written record of the student’s prior knowledge (K) on the topic,
and allows the opportunity for the student to note what they desire (W) to
know about the topic. Following the lesson, the student self-assesses what has
actually been learned (L) about the topic.
Pre, During, Post Instruction

Graffiti Walls
The teacher places a large sheet of paper on a smooth surface and invites the
students to write or draw what they know about the topic. Students “sign”
their work or statements, allowing the teacher to see, at a glance,
misconceptions, naïve conceptions, prior knowledge, and new learning
targets.
Pre & During Learning

Graffitti Wall
• DetailsDownload61 KB

Traffic Light
Have students traffic light their work (Atkin et al., 2001), marking it with a
green, yellow, or red dot to indicate the level of help they need. Allow
students with green and yellow dots to provide descriptive feedback to one
another, while you provide feedback for students with red dots.
During Learning

Using An Ungraded Quiz Or Test For Assessment for Learning

When using a selected-response test, arrange the items according to the
learning targets they assess and give students the list of learning targets
correlated to the test item numbers. When receiving their corrected test,
students identify which learning targets they have mastered and which
learning targets they need to work on further. REMEMBER NOT TO USE A
GRADED TEST FOR ASSESSMENT FOR LEARNING.
During Learning & Post Instruction

Q & A Sessions
Start lessons with a 5 minute Q&A session focused on key words and
concepts from previous lessons
During Learning & Post Instruction

Focused Discussion
Ask a variety of open-ended questions that focus on the knowledge,
understanding, and reasoning skills expected of students relating to the
content of the lesson. (See below)
During Learning & Post Instruction

Paint Chips
Use paint chips from the local paint store for students to indicate responses to
questions. For example, “If you agree completely with the statement, raise
the purple paint chip. If you agree partially with the statement, raise the
yellow paint chip. If you do not agree with the statement, raise the white
paint chip.” Numbers can also be written on the backs of the paint chips to
accommodate color blind students.
During Learning & Post Instruction

Top 10 List
Students review notes and texts to determine the most important ideas and
concepts learned in a unit of study.
During learning and Post Instruction

My Top Ten List Info..pdf

• DetailsDownload187 KB

My Opinion Journal
Allows students a vehicle to record their beliefs as they “come to know” and
find deep meaning in what they are learning.
Pre and During learning.

My Opinion Journal Info..pdf

• DetailsDownload89 KB

My Opinion Journal cont..pdf

• DetailsDownload72 KB

MyOpinionsJournal.pdf
 • DetailsDownload42 KB

SOS Summary
As assessment used at any point. The teacher presents a statement (s), asks
the student’s opinion (o), and asks the student to support their opinion with
evidence (s).
Pre, During, and Post

SOS Summary Info..pdf

• DetailsDownload174 KB

SOSSummary.pdf
• DetailsDownload41 KB

Fact Storming
A summarization activity that begins as a whole-class review and leads to
individuals, pairs, or small groups reworking the information to make it their
own.
During and Post learning.

Fact Storming Inst..pdf

• DetailsDownload90 KB

FactStormingEnglishLangArts.pdf
• DetailsDownload44 KB

FactStormingScience.pdf
• DetailsDownload43 KB

FactStormingSocialStudies.pdf
• DetailsDownload43 KB
Stars and Stairs
Feedback symbols for use in feedback for teachers, peers and self reporting.
The star is drawn next to improvements and good work. The stair symbol is
drawn next to one or two areas that the student needs to focus on for more
improvement.
Pre and during learning.

Analyzing Frames
Templates for students to analyze their work to focus and guide their
learning. It also give data for students to set goals.
Pre and during learning

Analyzing Results. Sec..pdf

• DetailsDownload125 KB

Reviewing and Analz. cont..pdf

• DetailsDownload87 KB

3-2-1 Summarizer
Used as closure at the end of a lesson or unit.
During learning

321Summarizer.pdf
• DetailsDownload39 KB

My textbook page
Part of a year-long process to create a student-generated textbook. Assigned
after the class has explored an important concept. By summarizing main
ideas, noting important vocabulary, explaining key concepts, etc. students
make the information their own.
During and Post learning.

My Test book page Info.pdf

• DetailsDownload76 KB
MySocialStudiesTextbookPage copy.pdf
• DetailsDownload37 KB

Quick Write
A brief, timed writing activity giving students two or there minutes to reflect on and
summarize their learning. It is a tool for summarization in which students use key
vocabulary terms to synthesize their understanding in a paragraph as well as represent
key ideas graphically. Research has shown that summarization yields some of the greatest
leaps in comprehension and long term retention. This is a favorite of many students.
During learning

WriteAbout.pdf
• DetailsDownload41 KB

Ticket out the door

Students write down an understanding, question, aha, assigned problem or one thing
learned during the day and hand it to the teacher on their way out to determine student
understanding of instruction that day or series of days.
During learning

Lesson Planning Menu

A web linked planning menu that includes assessment strategies. Click on the
hyperlinked blue words that will display the descriptions of assessment ideas.
Pre, During, Post Learning

Lesson Planning Menu.doc

• DetailsDownload74 KB

Anecdotal Records
Anecdotal records are a form of ongoing assessment of observations of student(s) in the
classroom. These jot-notes provide the teacher with information as to how the student is
processing information, collaborating with students as well as general observations on
learning styles, attitudes and behaviour. These records are a valuable form on ongoing
assessment
During learning
Anecdotal form
Rubrics
A rubric is "a road map, telling students and teachers where to begin, where they're going,
and how to get there." Dr. Kay Burke.
Rubrics are scoring guides or sets of expectations used to assess student level of
understanding and allow students to know the expectations and what they need to do in
order to be learning at a higher level.
Pre, During, Post Learning
Reflection example
Student generated example
Best Practices of Rubrics
Minute paper
During the last few minutes of the class period, ask students to answer on a half-sheet of
paper: "What is the most important point you learned today?" and "What [point remains
least clear to you?" Review responses and note any useful comments. During the next
class periods emphasize the issues displayed by the comments.
During learning Low amount of time for prep and analysis.

Chain notes
Students pass around an envelope on which the teacher has written one question about the
class. When the envelope reaches a student he/she spends a moment to response tot he
question and the places the response in the envelope. Look through the responses and
determine the best criteria for categorizing the data with the goal of detecting response
patterns. Discuss the patterns with students.
During learning
Low amount of time for prep ad analysis.

Directed paraphrasing
Ask student to write a layman's "translation" of something they have just learned...geared
to a specified individual or audience to access their ability to comprehend and transfer
concepts. Categorize student responses according to characteristics you feel are
important.
During learning
Low amount of time for prep and Medium for analysis.

One Sentence Summary

Students summarize knowledge of a topic by constructing a single sentence that answers
the questions "Who does what to whom,when, where, how, and why?" The purpose is to
require students to select only the defining features of an idea. Note if the students have
identified the essential concepts of the class topic and their interrelationships.
During learning
Low amount of time for prep and Medium for analysis.
Application cards
After teaching about an important theory, principle, or procedure, ask students to write
down at least one real-world application for what they have just learned to determine how
well they can transfer their learning. Quickly read and categorize them according to their
quality Pick out a broad range of examples and present them to the class.
During learning
Low amount of time for prep and Low for analysis

Student-generated questions.
Allow students to write test questions and model answers for specified topics, in
a format consistent with course exams. This will give students the opportunity to
evaluate the course topics, reflect on what they understand ad what are good
test items. Make a tally of the questions and the topics they cover. Use some of
the good questions for discussions and possibly revise them for the upcoming
exam. This may be homework for students.
During and post learning.
Med time for prep and High for analysis.

1. Two Stars and a Wish

This method focuses on the content of the children’s work and should, ideally,
reflect the learning intentions. Two starts are two positive aspects of the
child’s work and a wish is something you “wish” the child to improve on.  This
will allow the children to focus on one aspect of their work at a time and
reflect on previous work.
If the child’s previous wish was to try to use more ambitious words, then this
should be a personal target for the child on their next piece of work.

 
2. Highlight marking

The teacher highlights where the child has performed well against the
learning intentions. For example if the lesson was to replace “but” with a more
interesting connective then you would highlight where the child used
alternatives to “but”.
This method could also be used in a similar style to Two Stars and a Wish,
where two positive aspect are highlighted in one colour and a third is
highlighted in another colour as an area for improvement.

 
3. Hot-seating

One child is placed on a “hot-seat” and the other children (and/or teacher)
ask them questions – the child asking the question must know the answer to
the question they are asking.
This can be carried out in many different formats, such as:
1. 5 questions and change, keeping score of how many each child got
correct.
2. If the person in the chair gets a question wrong then the child asking the
question replaces the child in the “hot-seat”.
3. Have the teacher in the “hot-seat” and try to beat the teacher.
A good follow up question to use is, “How do you know that?” This is allows
the children to think about what or how they learn.
“How do you now that 2m is longer than 186cm?”
“I know that 2m is the same as 200cm…”

 
4. Jigsawing

In groups, children are given numbers 1 – 4. They are then asked to work with
other children of the same number (ones with ones, twos with twos…). In their
numbered groups, children research a particular topic and once the research
task is complete, the children form their original groups again. Each child
then reports their findings to their group, teaching what they have learned to
others.
 
5. Waiting Time

Before giving their answer to a question, children are given time to think
about their answer. This gives them the opportunity to think about their
answer instead of giving the first answer that comes to their head. It also gives
the less confident children greater opportunity to participate.
Other methods of this include:
1. Note time – the children are given time to note down a response before
answering.
2. Talking time – the children discuss their answer with their partner.
This method can be used to encourage less confident children to
express their views and gives more confident children time to listen to
the views of others.

 
6. Mid-way reflection

This involves having a brief pause mid-way through the lesson for the
children to reflect on their work and take time to self assess their work,
checking it against the learning intentions before continuing. This is
particularly useful for focusing writing.
Other methods include:
1. Half Time – The children take a time out mid-way through the lesson
and discuss what they have been learning with their partner. This will
give them a chance to ask questions that they may not ask the teacher,
this can be resolved through discussion or both children can approach
the teacher with the question instead of one. It will also give the
children the chance to explain what they have learned to each other in
their own vocabulary and so reinforce the main learning points.
 
7. Thumbs

Children show thumbs to show their understanding of a particular topic or

question.
Thumbs up – “I understand”
Thumbs down – “I do not understand”
Thumbs horizontal – “I think so, but I’m not too sure”
This will give you a quick glance to check your classes understanding.
 
8. Speed Dating

The children are given a question and then asked to pair up. They form a
circle with their pair; one on the inside and the other on the outside. They are
then given a few minutes to discuss or give their views on the question. Once
the time has run out, the outer circle moves on one place. They then discuss
the same question with their new partner. This gives the children the
opportunity to listen to different opinions and question their own views and
the views of others.

 
9. No Hands

No hands is when the children do not put their hand up to answer a question,
the teacher chooses a child. This gives all the children a chance to take part in
discussions and not just the children with their hand up all the time. This
works best if the children are given adequate thinking time before being
asked to answer. It will take time for the children to adjust to this as it is
natural for them to put their hand up.  This can also be randomised through
using a random name system such as a name tombola, lolly pop sticks or a
random name generator.
IMPORTANT -You may have to devise a new class gesture for wanting to go
to the toilet…
Download a “No Hands Classroom” poster here.

 
10. Beat the Teacher Games

Children love to beat the teacher. Ask the children to each come up with a
question to ask the teacher about what they have been learning. This can be
at the end of a lesson or as an end of week summary.
This can be played as a quiz where the children ask you a question and then
you ask one.  This is good for highlighting common mistakes such as;
7×8 or “What is a simile?”
By asking the same question to three children in a row it reinforces the answer
in a less formal setting. However, it also greatly hinders your score!!
Browse the Classroom Copilot “Beat the Teacher” themed SMART Notebook
files and printables here.

 
11. Traffic Lights

Traffic lights is a visual signal that children can use as a self assessment. It
uses the colours of traffic lights to show their level of understanding.
Green – “I am able to do this”
Amber – “I am reasonably confident I can do this”
Red – “I need help”
The children can also use a traffic light desk marker as a method of asking for
help or assistance.
Download a traffic light spinner or desk triangle.

 
12. Dice Selection
Find a selection of dice printables here.
In groups of 6 or less, number each child 1-6 (If less than 6 omit the remaining
numbers).  Use a set of flash cards orrandom generator to ask a question. The
children roll the dice, within their group, and the number rolled has to answer
the question.
For example, if you are asking the children to create a sentence using a
particular type of sentence opener (-ly word) you would add –ly words to
your random word generator or create –ly word flash cards. If the group roll a
4 then child number 4 would have to create a sentence with the selected –ly
word.
The random chance element associated with rolling the dice means that
children are not waiting on their turn and need to stay alert.

 
13. No No

Develop your own questioning style but not saying “no” to an incorrect
answer. Use phrases such as:
“What makes you think that?”
“What evidence shows this?”
“Can you tell me more about your answer?”
This may allow the child to break down their answer and relate it to the
knowledge they have previously learned, understanding where they have
gone wrong (the penny drops!) If the child is still not understanding after a
few questions they may need another explanation or ask another child to help
them.

 
14. Carousel
This method involves groups of children rotating around different stations and
noting down what they know about a particular subject.  It is usually carried
out using large sheets of paper at each station and each group is given a few
minutes at each station before moving on to the next. They write down what
they know at each station and evaluate the comments made by others. If the
disagree with a comment they can question it or discuss it within their group.
An example of this could be properties of angles (acute, right, obtuse, straight
and reflex) the children will list the properties or even draw an example of an
angle at each station. The finished sheets can then be discussed as a class.

 
15. Response Catch

Ask for responses to a question and note all responses on the board – correct
of incorrect. Ask the children to evaluate the responses in their groups and
present their answers. They can present their answers as columns of true or
false, explaining how they made their decision or rank the responses in order
of importance.