Monday, April 23, 2018

Formative Assessment: From Hand Signals to Harkness Discussions


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.

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