Target-Method Match: Match the assessment method to the learning target

Assessment Method
Learning
Selected Response / Extended Response Performance Assessment or Observation /
Target
Short Response Project Conversation
Knowledge / Recall Useful strategies: Useful strategies: Not a good match Partial match
 Response cards  Quick write
 Dry erase boards  Constructed response
 Thumbs up/down  Think – pair – share
 Choral response  IVF summary sentence + fact outline
 Quiz or test  Quiz or test
 Fist to five
 Thumbs up/down
Reasoning / Partial match Useful strategies:  IVF summary Examples: Examples:
Understanding  Use Agree/disagree or  Agree/disagree sentence  Performance task  State a conjecture
Thumbs up/down with statements  IVF summary  Dramatization and explain your
minimal pairs (near examples  Frayer model sentence + fact  Enactment reasoning.
and near non-examples)  3-2-1 outline  Model  Show others how you
 Fist to five rating the  Muddiest point /  IVF summary solved the problem.
significance of an event Point of most paragraph
 Pick a number significance  Pick a number Useful strategies:
 I used to think, but  Classroom  Split the line / Fold
now I know visitor the line
 Quick write  Three minute  Agree/Disagree
 Constructed pause circles
response  Chalkboard  Think – pair - share
 Think – pair – share splash
 Quiz or test

Performance / Basic Not a good match Not a good match Examples: Partial match
Skills  Recital or exhibition
 Athletic skill
 Progress monitoring with
timed assessments (e.g., oral
reading fluency, math facts)
Applications / Not a good match Partial match Examples: Not a good match
Products /  Project
Integration of Ideas  Presentation
 Essay
 Debate
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Target – Method – Match: Match the assessment method to the learning target 2 HISD 6/2015
 Useful Formative Assessment Strategies
Strategy When / How to Use It Examples
When: Use at the end of a lesson to help students reflect on their learning.  When learning multiplication facts, ask
This is especially helpful with lessons that include difficult concepts or new o “3 facts I always know”
ideas. o “2 facts I still have to think about
first”
How: Give students a template or have them copy the prompts onto a sheet o “1 strategy I can use when I don’t
of paper: know a fact”
 “During the past three days, we’ve
3 new things I learned learned about the circulatory system.
1. Please write
2. o 3 new things I learned (or big
3-2-1 3. ideas I already knew)
2 things I am still struggling with o 2 things I am still struggling with
1. (or 2 things I could learn more
2. about)
1 thing that will help me tomorrow o 1 way I will use what I learned to
1. be healthier”

Students should be given time to write their reflections individually.

Teachers may also wish to have students share their reflections with
partners.

When: Use to activate thinking and to force students to defend their  “Agree or disagree: The opposite sides of
thinking. Use before instruction to identify misconceptions or while a trapezoid are parallel.”
students are developing new conceptual ideas to solidify and clarify thinking.  “Agree or disagree: Life during the war
could be as difficult at home as it was for
How: Create a set of agree/disagree statements related to a topic. Have the soldiers.”
Agree/Disagree Circles students stand in one larger circle. Pose the first agree/disagree question.  “Agree or disagree: Antibodies work
Students who agree move to the inside of the circle, while students who alone to defend the body against
disagree stay on the outside. The inner circle faces the outer circle so that pathogens.”
students with different opinions are facing each other. Group students in a
way that makes sense given the ratio of answers (e.g., 3 to 2 or 2 to 1), and
give students a few minutes to defend their thinking. Return to the large
circle and read the next statement.

Target – Method – Match: Match the assessment method to the learning target 3 HISD 6/2015
 Strategy When / How to Use It Examples
When: Use at the beginning of a unit to identify preconceptions and For each statement, students reply
misconceptions. This information can help the teacher group students for o Agree
differentiation or target the lesson to students’ prior knowledge. This o Disagree
activity also helps students to think about their own thinking. o It depends on _____
o Not sure
How: Pose a series of statements related to a topic. Students respond in My thoughts:
Agree/Disagree writing to each statement with “agree,” “disagree,” “it depends on _____,”
Statements or “not sure.” Students also describe their thinking about why they agree or Example statements:
disagree. For some topics, especially in mathematics or science, the teacher  “Denominators must be larger than
may also ask students to answer the question “How can I find out?” numerators.”
 “The author’s purpose when he said
_____ was _____.”

When: When you want students to see the collective responses of the class.  “Review your notes on the chapter on
first aid. List five items that should be
How: All students respond individually to the teacher prompt on paper and included in any first-aid kit. Describe at
post to the chalkboard/whiteboard/bulletin board/chart paper. Individuals least two uses of each item.”
and/or teams review responses looking for similarities, differences, and  “Solve the problem: ‘Six members of the
surprises. soccer team shared the cost of lunch. The
Chalkboard Splash bill came to $42. How much money did
each person pay?’ Show your thinking
using pictures, equations, or words.”
 “List reasons why more workers join
unions during the Great Depression than
they did before. Include examples.”

When: Use at any point during instruction when a short, consistent answer  “The chemical that we DON’T want to add
is expected. Helps the teacher to monitor that students are on track. to this is . . . “
 “Think. 7 + 8 is . . . everybody”
How: Pose a question, and hold up your hand as a signal to “think, don’t
Choral Response blurt.” After a few seconds, lower your hand and/or use a verbal cue for all
students to answer at once. Listen for the same answer and for the
volume/timing of the answer which will indicate student confidence.

Target – Method – Match: Match the assessment method to the learning target 4 HISD 6/2015
 Strategy When / How to Use It Examples
When: Use at any point during an activity to check that students understand Use during activities such as
the purpose of what they are doing. This can help a teacher ensure that  During a science experiment or project
hands-on activities promote learning and are not “just” fun.  During a social studies re-enactment
 While using math manipulatives:
How: Stop at any point during an activity and pose a “What are you doing o Fraction circles
Classroom Visitor and why are you doing it?” question. Ask the students to imagine how they o Base 10 blocks
would answer if a visitor asked them this question. Students can discuss o Drawing shapes on grid paper
their answers with partners or in a one-minute writing. This activity shows o Algebra tiles
how much learning is actually happening.  While using an interactive app or
program

When: Use at any time to check for understanding.  My Favorite No: Learning from Mistakes
(Teaching Channel; Math Gr 6-8;
How: Pose a question or a problem that cannot be answered with a short Assessment)
response. Questions can require sentence responses (one to three o 2x(4x+3) – 2(x-5)
paragraphs) or could take a different format, such as concept map, graphic  “Look at the solved problem and
organizer, paragraph frame, or math problem where students show their complete this paragraph frame: The
Constructed Response work and justify their thinking. student was correct when ____. The
student was incorrect when ____.
Overall, the answer was _____ because
_____.”
 Compare the settings of the two books
we just read.

When: When a short answer is expected but answers may vary. This can  “Draw three scalene triangles that are not
also be used for picture responses or when the teacher wants to clearly see congruent.”
what the wrong answers are.  “List three characteristics of the character
Dolly in the story.”
How: Each student or team has a portable dry erase board. The teacher  “What is the most important factor
Dry Erase Boards poses a question requiring a short answer. Students record individual or affecting climate change?”
team responses and then hold up the boards at the same time upon a cue  “Which state in the Southwest Region
from the teacher. would you most like to visit?”
 “What percent of 120 is 90?”

Target – Method – Match: Match the assessment method to the learning target 5 HISD 6/2015
 Strategy When / How to Use It Examples
When: At the end of the class period to collect information to use when  “What was most helpful in today’s
planning for the next lesson. lesson?”
 “Describe how Hurricane Katrina
How: In the last few minutes of class, pose a question that each student impacted the economic situation in New
answers individually. Students must turn in their answers in order to leave Orleans.”
Exit Ticket the room or transition to the next subject. Exit tickets can pose a variety of  “Today we did a lot of group work.
questions, including other formative assessment strategies such as “3-2-1,” Identify 3 things your team accomplished,
“Point of most significance,” or a quick write / constructed response. 2 ways you supported the team, and 1
thing you want to get better at in group
work.”

When: Use to check understanding of concepts, procedures, or directions at  “How well did you understand the
any point in the lesson. This allows the teacher to adjust the challenge and directions I just gave?”
pace of the lesson to the needs of the students.  “If the exam was today, how ready would
you be?”
Fist to Five How: Students indicate their level of understanding by holding up a closed  “How much more time do you need to
fist (no understanding), one finger (very little understanding), and a range up complete the task?”
to five fingers (I understand it completely and can easily explain it to
someone else).

When: Use at the beginning of a lesson to assess students’ prior knowledge

about a concept or topic and to identify potential misconceptions.

How: Students use a template to provide an operational definition, describe

characteristics or properties, and list examples and non -examples from their
own prior knowledge of an important concept or topic.

Frayer Model Modification: Students can revise their Frayer model after instruction,
perhaps using a different color of ink.

Target – Method – Match: Match the assessment method to the learning target 6 HISD 6/2015
 Strategy When / How to Use It Examples
When: Use at the end of a lesson or after learning. Helps students to Example student responses:
identify their own learning and helps the teacher to determine what parts of
instruction had the greatest impact on students’ learning.  “I used to think multiplication always
made larger numbers, but now I know it
I used to think, but now How: Students respond orally or in writing using a two-column format to makes smaller numbers when I multiply
I know complete the sentence: I used to think _____, but now I know ___. Works by a fraction between 0 and 1.”
well with Think – pair – share or could also work as an exit ticket.  “I used to think that spiders are insects
but now I know that all insects have six
I already knew, here’s Modification: If students believe they already knew everything that was just legs.
an example discussed, they can instead answer the question, “I already knew _____;  “I used to think the spice trade was
here’s an example: _____.” controlled by what people wanted, but
now I know that it was controlled by the
people who distribute.”

When: Use when the teacher wants to know if the student understands the
big idea of what they have read or learned through other means. I V F
Volcanoes can lie for many
IVF Summary Sentence How: Students write ONE summary sentence using the I-V-F format dormant years.
(Identify – Verb – Finish the Thought). Students can summarize a section of Railroads connected the east and
reading, part of a video, or the big idea of a small group or class discussion. the west.

When: Use when teacher wants to know if the student understands the big
idea and can also provide the basic facts to support the idea. I V F
Volcanoes can lie for many
How: Students write an I-V-F Summary Sentence followed by a fact outline. dormant years.
IVF Summary Sentence
 Up to centuries
+ Fact Outline  Crater erodes
 Tens of thousands of years to be
extinct

When: Use when a teacher wants to know if a student can clearly explain a Volcanoes can lie dormant for many years,
big idea followed by supporting details. sometimes up to centuries. Over time, the
IVF Summary Paragraph crater formed during the last eruption erodes.
How: Students use the I-V-F Summary Sentence and fact outline to generate If a volcano lies dormant for tens of thousands
a paragraph. of years, it can be called “extinct.”

Target – Method – Match: Match the assessment method to the learning target 7 HISD 6/2015
 Strategy When / How to Use It Examples
When: Use at any time during instruction. Provides feedback to the teacher  “Today we have been exploring how to
that can be used to modify teaching strategies in order to address student subtract two-digit numbers. What is the
difficulties. muddiest point for you so far when you
try to subtract the numbers?”
How: Using half sheets of paper or index cards, ask students to describe the  “Today we have been learning about
“muddiest point” of the lesson so far. Collect the responses and use them to what it takes to write a good topic
inform the rest of the lesson or the next lesson. Useful at any point; could sentence. What is the muddiest point for
Muddiest Point also be used as an exit ticket. you so far when writing a topic
sentence?”
 “Now that we are done reading and
discussing the section on Components of
the Atom, what is the muddiest point for
you so far?”

When: Use when the teacher wants to control how much information the  “Highlight 3 words from the article on
students should search for and share. Choosing a smaller number forces clouds.”
Pick a Number students to focus on the big ideas, while a larger number encourages  “Mark the 2 sentences that are most
additional detail. important in describing the causes of the
 Highlight ___ words
war.”
 Summarize in ___ How: After students have read a passage, the teacher names a number and  “Mark 7 descriptive words in the text.”
words directs students to mark the passage or summarize the reading using the  “Write a summary sentence that has 12
number as a guide. words or less.”

When: Use at the end of a lesson. Teachers can sort responses to make  “What point made during today’s lesson
judgements about how well the key ideas of the lesson were perceived as best helped you to understand what a
important by the students. community is?”
 “What part of today’s lesson best helped
How: Students describe orally or in writing the most significant point made you to understand techniques for drawing
Point of Most during the lesson that contributed to their learning. Would work well as a in perspective?”
Significant Think – pair – share or as an exit ticket.  “What did you learn today that best
helped you to understand when to
regroup or borrow and when not to?”

Target – Method – Match: Match the assessment method to the learning target 8 HISD 6/2015
 Strategy When / How to Use It Examples
When: Use at any time to check for understanding.  “Quick write: describe heat flow in the
universe as it was addressed in our
How: Pose a question requiring a one to three paragraph response. textbook.”
Students write their responses, which requires a higher level of thinking than  “Quick write: describe the three
oral response. In a quick write, students do not have time to edit or revise characters in the story.”
Quick Write their work.

Note: Quick write tends to be messy, not a polished, final product. Words
may be crossed off or even added to the margins. A quick write can be used
as the starting point for something else.

When: Use at any time to check for students’ conceptual and procedural  “Agree or Disagree: A child cannot have a
knowledge. Useful to engage all students in the lesson, not just those who hair color that is different than both
raise their hands. parents.”
27
 What is shown as a decimal?
10
How: The teacher poses a selected response question (e.g., True/False;
a) 3.05
Yes/No; A-B-C-D; 1-2-3-4; Agree/Disagree). Students turn their card to the
b) 2.7000
correct answer, keeping the card face down. On a signal, students hold their
c) 2.07
cards face up at chest height. This enables the teacher to see all responses
Response Cards / d) 2.007
but keeps individual student answers relatively private.
Plickers  “Looking on the screen at our Plicker
response data, why do you think that
If the response cards also have Plickers codes, the teacher can use a
almost half the class chose B, while the
smartphone to scan all responses and display class data.
other half chose D?” (partner talk)
Modification: When there is widespread disagreement on the correct
answer, it may be useful to have groups of students discuss their reasoning
together and possibly change their responses.

When: When you want students to explain or justify their thinking to a  “Put yourself on the line: Stand near the
student with a differing view. East wall if you believe the North won the
Civil war, and place yourself near the
Split the Line / Fold the How: Students place themselves along a continuum on an imaginary line West wall if you believe the South won.”
Line based on criteria that the teacher sets. Then the teacher splits the line in
half. One half of the line walks down so that the student who was in the
middle of the line is now facing a student at the beginning of the line.

Target – Method – Match: Match the assessment method to the learning target 9 HISD 6/2015
 Strategy When / How to Use It Examples
When: Use at any time to activate thinking, process new ideas, or reflect on  “Draw the life cycle of a plant.”
learning. This strategy is low-threat for students and can increase success  “How might things have changed if _____
rate as well as willingness to participate in whole group discussion. was reversed?”
 “What would happen if we took ____
How: The teacher poses a question. Students think or write individually away from ____ and replaced it with
about the question and then pair up with a partner to discuss their ideas. ____?”
Think – Pair – Share Pairs can share their ideas with another pair or during whole class  “Create a newspaper headline for today’s
discussion. lesson.”
Think – Pair – Write  “What would have happened if the
Think – students think about a question or prompt silently. United States had not used the atomic
Sometimes students also write their thoughts. bomb in World War II?”
Think – Write – Pair
Pair – students discuss their ideas with a partner.
Write – Pair – Share
Share – partners share their ideas in small groups or whole group.

Modify:
Rather than take the time for a whole-group share, the teacher observes
partner discussions and shares key ideas with the whole group. This can
ensure that what is shared is accurate and efficiently shared.

When: Use during a block of intense instruction when there is much  Use periodically during a video, lecture,
information to process. hands-on activity, or reading assignment.
 Prompt students to discuss big ideas,
How: Decide ahead of time when a logical pause might be, such as a certain questions, or area that are unclear.
point during a lecture or video. Use a timer to provide three minutes for  Students should write down any issues
students to discuss what they are learning with a partner or a small group. left unresolved at the end of the three
Return to the instruction as soon as the timer goes off – save whole group minute pause.
Three Minute Pause discussion for the very end of the lesson. The three minute pause should  Also provide a final pause at the end of
only be used during information-heavy lessons, or else it can stop the flow of the lesson so that students can return to
instruction. unresolved issues.

(Continued on next page)

Target – Method – Match: Match the assessment method to the learning target 10 HISD 6/2015
 Strategy When / How to Use It Examples
(Three minute pause, continued)

Think about it: If you’ve ever noticed students whispering to each other
during instruction but realized that they were on topic, this might have been
the type of lesson during which a three minute pause would have been
helpful.

Modification: Allow students to choose whether they’d rather talk with a

partner or write their reflections.

When: Use to check understanding of concepts, procedures, or directions at  “Thumbs Up for ‘well;’ Thumbs Down for
any point in the lesson. This allows the teacher to adjust the challenge and ‘not well’: If I asked you to describe how
pace of the lesson to the needs of the students. Thumbs up/down can also a bill becomes law to a student who was
be used to respond to agree/disagree or high/low questions. absent, how well could you explain it?”
 “Thumbs Up/Thumbs Down to agree or
How: Pose a question, and indicate what Thumbs Up / Thumbs Down will disagree: Denominators must be larger
indicate. For example, than numerators.”
 Get It / Don’t Get It: Thumbs up (I get it!), Thumbs down (I don’t get it),  “Thumbs Up/Thumbs Down to agree or
or Thumbs sideways (I have some of it, but I’m shaky). disagree: The main cause of the war was
 Agree / Disagree: Thumbs up (I fully agree), Thumbs down (I fully religious beliefs.”
disagree), or Thumbs sideways (I’m not sure, or I only partially agree).  “Thumbs Up for hot / Thumbs down for
 Thumbs up/down can be used for any question with opposite answers cold: what is
Thumbs Up/Down (yes/no; high/low; hot/cold) o an ice cube?
o your desk?
If using Thumbs up/down to indicate readiness to move on : o steaming pizza?
 If the majority of the students are “thumbs up,” move on (but note
those with thumbs down in order to provide one-on-one assistance as
soon as possible).
 If the majority of the students are “thumbs down,” it’s time to adjust the
instruction in order to meet students’ needs.
 If there is a 50-50 mix of thumbs up and thumbs down, consider peer See Agree/disagree statements and
support, such as pairing thumbs-down students with thumbs-up Agree/disagree circles for more examples.
students.

Target – Method – Match: Match the assessment method to the learning target 11 HISD 6/2015
References

Archer, A., & Hughes, C. (2011). Explicit Instruction: Effective and Efficient Teaching. New York, New York: The Guilford Press.

Auman, M. (2008). Step up to writing (3rd ed.). Longmont, CO: Sopris West Educational Services.

Fisher, D., & Frey, N. (2007). Checking for understanding formative assessment techniques for your classroom. Alexandria, Va.: Association for Supervision and
Curriculum Development.

Himmele, P., & Himmele, W. (2011). Total participation techniques making every student an active learner. Alexandria, Va.: ASCD.

Keeley, P., & Tobey, C. (2011). Mathematics Formative Assessment: 75 Practical Strategies for Linking Assessment, Instruction, and Learning. Thousand Oaks,
California: Corwin.

Stiggins, R., Arter, J., Chappuis, J., & Chappuis, S. (2007). Classroom Assessment for Student Learning: Doing It Right - Doing It Well. Upper Saddle River, New
Jersey: Pearson Education.

Target – Method – Match: Match the assessment method to the learning target 12 HISD 6/2015