![]() ![]() Or skip the words completely and have students draw or circle emojis to represent their assessment of their understanding.Ģ. What I found interesting about this work was.How would you have done things differently today, if you had the choice?.What are three things you learned, two things you’re still curious about, and one thing you don’t understand?.Ask students to write for one minute on the most meaningful thing they learned. No matter the tool, the key to keeping students engaged in the process of just-walked-in or almost-out-the-door formative assessment is the questions. The size of the stacks is your clue about what to do next. Whether you’re assessing at the bottom of Bloom’s taxonomy or the top, you can use tools like Padlet or Poll Everywhere, or measure progress toward attainment or retention of essential content or standards with tools like Google Classroom’s Question tool, Google Forms with Flubaroo, and Edulastic, all of which make seeing what students know a snap.Ī quick way to see the big picture if you use paper exit tickets is to sort the papers into three piles: Students got the point they sort of got it and they didn’t get it. Start the class off with a quick question about the previous day’s work while students are getting settled-you can ask differentiated questions written out on chart paper or projected on the board, for example.Įxit slips can take lots of forms beyond the old-school pencil and scrap paper. Entry and exit slips: Those marginal minutes at the beginning and end of class can provide some great opportunities to find out what kids remember. That’s why it’s important to keep it simple: Formative assessments generally just need to be checked, not graded, as the point is to get a basic read on the progress of individuals, or the class as a whole.ġ. A single data point-no matter how well designed the quiz, presentation, or problem behind it-isn’t enough information to help us plan the next step in our instruction.Īdd to that the fact that different learning tasks are best measured in different ways, and we can see why we need a variety of formative assessment tools we can deploy quickly, seamlessly, and in a low-stakes way-all while not creating an unmanageable workload. ![]() When it comes to figuring out what our students really know, we have to look at more than one kind of information. Are we ready to move on? Do our students need a different path into the concepts? Or, more likely, which students are ready to move on and which need a different path? Designing just the right assessment can feel high stakes-for teachers, not students-because we’re using it to figure out what comes next. Formative assessment-discovering what students know while they’re still in the process of learning it-can be tricky.
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