Formative Assessment Practices and Reflection

Formative Assessment Strategy: Thumbs Up, Down, or to the Middle

Description Benefits Weaknesses Possible Modifications
The teacher asks Provides immediate Students may be Anonymous voting with
students to provide feedback to the influenced by their their heads down. This
quick feedback teacher about student peers to answer in a way responses are
about their understanding. certain way. They private.
understanding of may follow the
lesson in the form It is a simple and crowd. Having students provide
of “thumbs up” or non-threatening way a brief one or two-
“thumbs down” for students to engage Provides limited sentence explanation
especially compared information about along with their thumbs
to speaking in front the depth of up or down.
of the class student’s
understanding. Possibly using in
combination with another
May overgeneralize formative assessment
the class’s technique.
understanding.

Formative Assessment Strategy: Individual Whiteboards

Description Benefits Weaknesses Possible Modifications
Students write an Provides instant There is a high When using whiteboards,
answer on a white visual feedback to potential for student it is key for students to
board and hold it up both students and distraction. understand the
so the teacher can teachers. instructions and
see. The teacher The possibility for expectations when using
scans the responses. Whiteboards are students to copy one whiteboards. This helps
exciting and another's work. limit distractions and
encourage active helps students focus.
participation.
Having students keep
Whiteboards are their whiteboards face
versatile and can be down until all students
used for various have answered. This
activities and helps students do their
subjects. own work and increases
accurate assessment.
 Formative Assessment Strategy: Electronic Response Systems (ex. Kahoot, Plickers, etc.)
Description Benefits Weaknesses Possible Modifications
Teachers can Can receive real-time Depending on the Prioritizing formats that
receive feedback feedback almost platform, it can do not focus on speed,
using technology. instantly. create a competitive but only accuracy.
environment.
In some platforms, Students may Maybe having
students can response prioritize speed over whiteboards or another
anonymously to reduce accuracy. assessment strategy
fear of judgement. alongside to have
Technological issues students support their
Tends to increase may disrupt the answers and show their
student engagement learning process. work.
and the gamification
aspect of learning.

Information can be
collected, analyzed and
referred to after
completing this
practice.
Formative Assessment Strategy: Exit Slips
Description Benefits Weaknesses Possible Modifications
Students are Provides a quick and Exit slips can be I attempted verbal exit
given a question efficient way to assess time-consuming slips as they walked out
based on the student understanding. depending on the the door in a grade three
day’s lesson at grade and if students class. This was more
the end of class. Allows for are writing out their efficient than having
individualized feedback. responses. them write it out. Many
students could not write
Teachers can keep this to Exit slips may not or spell yet. Have verbal
refer to or analyze always capture the exit slips removed this
further. depth of student’s barrier.
understanding.
Encourages student In certain circumstances
reflection and students could respond
reinforcing key concepts. anonymously which
could encourage honest
and open feedback.

Students could share

their exit slips with a
partner to foster
discussions and an
additional layer of
 understanding.
Formative Assessment Strategy: Students Create Test Items
Description Benefits Weaknesses Possible Modifications
Students write Requires a deep The process of Students can answer one
questions linked understanding of the creating test items another's created
to curricular material. can be time- questions to gain
outcomes and consuming. perspective and reinforce
provide the Students are required to understanding.
correct answers. take ownership of their The test items
learning. created by students The teacher should
may vary in review test items before
difficulty. other classmates attempt
to solve them. This will
catch inaccuracies or
misunderstandings.

Formative Assessment Strategy: Think-Pair-Share

Description Benefits Weaknesses Possible Modifications
The teacher Think-Pair-Share There my be unequal Depending on seating
poses a question. promotes active participation among arrangements, random
The students engagement. partners. pairing of students could
think quietly ensure different
about the Students engage in Some students may perspectives are being
question, then meaningful peer-to-peer be hesitant to share shared.
discuss with a interaction. their thoughts with
partner, and the whole class. Informing students that
finally share The teacher gains real- there are clear time limits
with the whole time insights into student for each phase helped
class. understanding. students stay focused and
on topic.
Formative Assessment Strategy: “What did we learn today?”
Description Benefits Weaknesses Possible Modifications
Near the end of Gives real-time Provides limited Have everyone try to
the lesson, the feedback. depth of student come up with something
class is asked learning since their on their own first before
what they Allows for some shy responses may only sharing.
learned today. If students to participate by be a sentence long.
someone says only raising their hand Possibly start with the
something that and agreeing with other students that are shy so
you also learned students. their ideas are not already
today, put up taken.
your hand! Allows for reinforcement
of ideas learned during
the class.

Formative Assessment Strategy: Outcome Checklists

Description Benefits Weaknesses Possible Modifications
Students are Outcome checklists Students may lack an Integrate peer review into
given a checklist provide clear criteria for external perspective the process to provide
of the outcomes students to assess their on their work additional perspectives
in a unit, and work and understanding without input from a and help validate
self assess on. teacher or peers. students self-assessment.
whether they
have met those Self-assessment Self-assessment may Schedule individual
outcomes as the encourages students to be subjective. There conferences with students
unit progresses. take ownership of their may be differences to discuss their self-
learning. between students in assessment.
interpretation or
This process promotes satisfaction of the Include multiple
reflection. checklist criteria. checkpoints within their
checklist. Use the
checklist at multiple
points throughout their
learning process.
Formative Assessment Strategy: Gallery Walk
Description Benefits Weaknesses Possible Modifications
Students It caters to visual Depending on the Implementing rotating
complete a task learners. number of displays, stations with a time limit
on chart paper, gallery walks may be at each station.
whiteboards, or Gallery walks promote time-consuming.
other surfaces. active student Providing guided
They can engagement. Students may not questions for students to
circulate around give equal attention answer at each display to
the room looking Displays can be keep, to every display. encourage student
at and referred to, and analyzed engagement.
commenting on during and after by the
all the other teacher to support Allocate time for
students’ work. student learning. students to reflect and
discuss their observations
after completing the
gallery walk.

Formative Assessment Strategy: Sort Them Out

Description Benefits Weaknesses Possible Modifications
The steps to the Sorting cards can Sorting activities Encourage students to
solution to a provide hands-on may sometimes collaborate in sorting
problem are learning for students. involve some together. This fosters
mixed up and subjectivity. discussion.
provided. Extra Promotes active student
steps with some engagement. Ensuring students have
common errors time to receive feedback
could be Sorting cards can help and revise their sorting
included. The assess conceptual choices.
class works understanding.
together in Design sorting activities
groups to get the Teachers can provide with a clear time
correct steps in immediate feedback. management plan.
the correct order.
Formative Assessment Strategy: Snowball Fight
Description Benefits Weaknesses Possible Modifications
Students write to a Student engagement is Potential for Establish clear guidelines
prompt/ question. high with this strategy. distraction and noise. for noise, focus, and a
They crumple up structure for the types of
the paper and the It fosters peer Some questions may questions being asked.
class engages in a interaction and lack depth.
snowball fight for collaboration. Students Specify a theme for the
30 seconds. At can help answer other snowball fight questions.
that point, each students questions. After the snowball fight,
student keeps one allocate time for
paper, opens it up, Teachers can gain individual reflection and
and provides a immediate insights into responses.
response to the student understanding.
first writer.