Formative (Informal) Assessment Strategies
Formative (Informal) Assessment Strategies
Most of these actives can also be thought of as engagement strategies in addition to assessing what
students know and can do.
ACTIVITY DESCRIPTION
Quick Write Student writes for 2-3 minutes about what he heard from a lecture or
explanation/read/learned. Could be an open ended question from teacher
12 Word In 12 words or less, have students summarize important aspects of a particular
Summary chunk of instruction or reading.
3-2-1 Students jot down 3 ideas, concepts, or issues presented.
Students jot down 2 examples or uses of idea or concept.
Students write down 1 unresolved question or a possible confusion.
Muddiest Students are asked to write down the muddiest point in the lesson (up to that point,
Point what was unclear)
Quick class Give students paper plates, index cards, whiteboard, or large sheets of paper when
check they enter. When asking a question have ALL students write the answer and at
your signal, have ALL students hold up the plate (or whatever) so that you can see
who/ how many got the answer. Discussion to elaborate can follow.
Class vote Present several possible answers or solutions to a question or problem and have
students vote on what they think is best.
Idea Wave Each student lists 3-5 ideas about the assigned topic. One volunteer begins the
“idea wave” by sharing his idea. The student to the right of the volunteer shares
one idea; the next student to rights shares one idea. Teacher directs the idea wave
until several different ideas have been shared. At the end of the formal idea wave,
a few volunteers who were not included may contribute.
Tickets to Teacher asks students a specific question about the lesson. Students then respond
enter and exit on the ticket and gives to teacher, either on their way out or on their way in the next
day. Teacher can then evaluate the need to re-teach or questions that need to be
answered.
Four Corners Teacher posts questions, concepts, or vocabulary words in each of the corners of
the room. Each student is assigned a corner. Once in the corner, the students
discuss the focus of the lesson in relation to the question, concept, or words.
Students may report out or move to another corner and repeat. After students have
moved, as a writing assignment they should be encouraged to reflect on changes in
opinion or what they have learned.
Give One/Get Students are given papers and asked to list 3-5 ideas about the learning. Students
One draw a line after their last idea to separate his/her ideas from classmate’s lists.
Students get up and interact with one classmate at a time. Exchange papers, read
your partner’s list, and then ask questions about new or confusing ideas.
Concept Explain/ model a concept map. After lecture, explanation, or reading, have
Mapping students fill in concept map (partner or individually). Report out.
Flash Cards After 10 minutes into a lecture or concept presentation, have students create a flash
card that contains the key concept or idea. Toward the end of the class, have
students work in pairs to exchange ideas and review the material.
Learning Cell Students develop questions and answers on their own (possibly using the Q-
Matrix). Working in pairs the first student asks a question and the partner answers
and vice versa. Each student can correct the other until a satisfactory answer is
reached. (Good way to encourage students to go back to the text book).
One Minute Teacher decides what the focus of the paper should be. Ask students “What was
Paper the most important thing you learned? What important question remains
unanswered? Set aside 5-10 minutes of next class to discuss the results.
May be used in the middle of a class also.
Signal Create cards to check for understanding. green means “I got it”, yellow means
Cards/thumbs “I’m not sure, Maybe”, and blue means “I’m lost. I have questions”
up-thumbs
down
Transfer and Students list what they have learned and how they might apply it to their real lives.
Apply Students list interesting ideas, strategies, concepts learned in class or chunk of
class. They then write some possible way to apply this learning in their lives,
another class, or in their community.
Circular Students in groups are given a problem with a definite answer (good for math &
check science). First students completes first step without contribution from others in
group and passes it to the next student. Second student corrects any mistakes and
completes next step, again with out input from the group. Problem gets passed to
next student and the process continues until the group has the correct answer.
Formative Assessment Strategies