A previous post (Formative assessment and Bloom's) connected formative assessment methods with Bloom's taxonomy. The chart below moves from very simple quick-checks such as hand signals to more complex and thorough methods like harkness discussions, again connecting them to Bloom's.
Below I've included only a portion of the chart. The full document is available on Google docs using the link.
Method
|
Bloom’s
(general application)
|
Quick
Checks
|
|
Hand
Signals
|
Knowledge, Comprehension
|
White Boards
|
Knowledge
|
Response
Cards (e.g., A for one concept, B for another)
|
Knowledge
|
Writing
Prompts
|
|
Prediction
|
Application
|
Exit Pass
|
|
Pretend a classmate
was absent from class today. Tell them what was most important from today’s
lesson.
|
Knowledge
|
What is the most important
thing we learned today?
|
Application
|
What concept has
been most difficult or confusing in this lesson/section/reading?
|
Analysis, Evaluation
|
Write down one
question you have about today’s lesson.
|
Analysis
|
Write down one thing
I can do to help you.
|
various
|
What do you need to
do to prepare for tomorrow’s discussion?
|
various
|
What would you like
us to review tomorrow?
|
various
|
How did today’s
discussion go? What do you need to do to improve for next time?
|
Analysis
|
If you were writing
a quiz over today’s material, what are two questions that you would include?
|
Synthesis, Knowledge
|
Write down two
things you learned today.
|
Knowledge
|
Admit
Slip
|
Knowledge, Comprehension
|
Yesterday’s
News (review previous learning)
|
Comprehension
|
Think-Pair-Share
(A tell B, B tell group)
|
Knowledge
|
Read-Write-Pair-Share
|
Knowledge
|
A
tell B/B tell A
|
Knowledge
|
Ungraded
Quiz Entry Pass
|
Knowledge
|
3-2-1
Cards (key points, questions, connections, confusing, agree, disagree)
|
Knowledge, Analysis
|
RAFT
(role, audience, format, topic)
|
Synthesis
|
Summary
Writing
|
Comprehension
|
Sticky
Notes on Board
|
|
Prioritized List
(e.g. most
important, key ideas, etc. in order) in groups, then as class
|
Analysis
|
Items for Organization
(e.g.
causes in one color, effects in another)
|
Analysis
|
Arrange
as class, or small group, or individual
(e.g. key dates on separate sticky notes;
timeline on board (take volunteers, then
rotate
in new students
to fix problems if needed, etc.)
|
Knowledge
Analysis
|
Discussion
Items from Section of Text
-in groups have students take a
different part of discussion
-write on different colored stickies: (e.g.
Group A- 3 connections, Group B- 3 most important ideas/themes, Group C- 3
excellent questions, Group D- 3 most interesting facts/points)
-discuss as class, prioritize, add to if
needed, etc.
|
Analysis
|
View the rest of the chart here for sticky notes, graphic organizers, discussions, etc.