NOTES101 Tips-1.pdfInteractive Techniques Ada.docx

NOTES/101 Tips-1.pdf
Interactive Techniques
Adapted in part from:
Thomas A. Angelo/K. Patricia Cross, Classroom Assessment
Techniques.
2nd Edition. Jossey-Bass: San Francisco, 1993.
Alison Morrison-Shetlar/Mary Marwitz, Teaching Creatively:
Ideas in
Action. Outernet: Eden Prairie, 2001.
Silberman, Mel. Active Learning: 101 Strategies to Teach Any
Subject.
Allyn and Bacon: Boston, 1996.
VanGundy, Arthur. 101 Activities for Teaching Creativity and
Problem
Solving. Pfeiffer: San Francisco, 2005.
Watkins, Ryan. 75 e-Learning Activities: Making Online
Learning
Interactive. San Francisco: Pfeiffer, 2005.
These techniques have multiple benefits: the instructor can

easily and quickly
assess if students have really mastered the material (and plan to
dedicate more
time to it, if necessary), and the process of measuring student
understanding in
many cases is also practice for the material—often students do
not actually learn
the material until asked to make use of it in assessments such as
these. Finally,
the very nature of these assessments drives interactivity and
brings several
benefits. Students are revived from their passivity of merely
listening to a lecture
and instead become attentive and engaged, two prerequisites for
effective
learning. These techniques are often perceived as “fun”, yet
they are frequently
more effective than lectures at enabling student learning.
Not all techniques listed here will have universal appeal, with
factors such as your
teaching style and personality influencing which choices may be
right for you.
Instructor Action: Lecture
1. Picture Prompt – Show students an image with no
explanation, and ask them to
identify/explain it, and justify their answers. Or ask students to
write about it using terms
from lecture, or to name the processes and concepts shown.
Also works well as group
activity. Do not give the “answer” until they have explored all

options first.
2. Think Break – Ask a rhetorical question, and then allow 20
seconds for students to
think about the problem before you go on to explain. This
technique encourages students
to take part in the problem-solving process even when
discussion isn't feasible. Having
students write something down (while you write an answer also)
helps assure that they
will in fact work on the problem.
3. Choral Response – Ask a one-word answer to the class at
large; volume of answer will
suggest degree of comprehension. Very useful to “drill” new
vocabulary words into
students.
4. Instructor Storytelling – Instructor illustrates a concept, idea,
or principle with a real-
life application, model, or case-study.
5. Pass the Pointer – Place a complex, intricate, or detailed
image on the screen and ask
for volunteers to temporarily borrow the laser pointer to
identify key features or ask
questions about items they don’t understand.
6. Empty Outlines – Distribute a partially completed outline of
today’s lecture and ask
students to fill it in. Useful at start or at end of class.
7. Classroom Opinion Polls – Informal hand-raising suffices to

test the waters before a
controversial subject.
8. Total Physical Response (TPR) – Students either stand or sit
to indicate their binary
answers, such as True/False, to the instructor’s questions.
9. Hand Held Response Cards – Distribute (or ask students to
create) standardized
cards that can be held aloft as visual responses to instructor
questions. Example: green
card for true, red for false. Or hand-write a giant letter on each
card to use in multiple
choice questions.
10. Student Polling – Select some students to travel the room,
polling the others on a topic
relevant to the course, then report back the results for everyone.
11. Self-Assessment of Ways of Learning – Prepare a
questionnaire for students that
probes what kind of learning style they use, so the course can
match visual/aural/tactile
learning styles.
12. Quote Minus One – Provide a quote relevant to your topic
but leave out a crucial word
and ask students to guess what it might be: “I cannot forecast to
you the action of
______; it is a riddle, wrapped in a mystery, inside an enigma.”
This engages them
quickly in a topic and makes them feel invested.
13. Everyday Ethical Dilemmas – Present an abbreviated case
study with an ethical
dilemma related to the discipline being studied.

14. Polar Opposites – Ask the class to examine two written-out
versions of a theory (or
corollary, law of nature, etc.), where one is incorrect, such as
the opposite or a negation of
the other. In deciding which is correct, students will have to
examine the problem from all
angles.
15. Pop Culture – Infuse your lectures, case studies, sample
word problems for use during
class with current events from the pop culture world. Rather
than citing statistics for
housing construction, for instance, illustrate the same statistical
concept you are teaching
by inventing statistics about something students gossip about,
like how often a certain
pop star appears in public without make-up.
16. Make Them Guess – Introduce a new subject by asking an
intriguing question,
something that few will know the answer to (but should interest
all of them). Accept blind
guessing for a while before giving the answer to build curiosity.
17. Make It Personal – Design class activities (or even essays)
to address the real lives of
the individual students. Instead of asking for reflections on
Down’s Syndrome, ask for
personal stories of neurological problems by a family member
or anyone they have ever
met.
18. Read Aloud – Choose a small text (500 words or less) to
read aloud, and ask students to
pay particular attention during this phase of lecture. A small

text read orally in a larger
lecture can focus attention.
19. Punctuated Lectures – Ask student to perform five steps:
listen, stop, reflect, write,
give feedback. Students become self-monitoring listeners.
20. Word of the Day – Select an important term and highlight it
throughout the class
session, working it into as many concepts as possible. Challenge
students to do the same
in their interactive activities.
21. Recall, Summarize, Question, Connect, and Comment – This
method of starting
each session (or each week) has five steps to reinforce the
previous session’s material:
recall it, summarize it, phrase a remaining question, connect it
to the class as a whole,
and comment on that class session.
22. Focused Listing – List several ideas related to the main
focus point. Helpful for starting
new topics.
23. Background Knowledge Probe – Use questionnaire (multi-
choice or short answer)
when introducing a new topic.
24. Goal Ranking and Matching – Students rank their goals for
the class, then instructor
combines those with her own list.

25. Interest/Knowledge/Skills Checklist – Assesses interest and
preparation for the
course, and can help adjust teaching agenda.
26. Documented Problem
Solution
s – Keep track of the steps needed to solve specific
types of problems. Model a list for students first and then ask
them to perform similar
steps.
Instructor Action: Lecture (Small Class Size)
27. Pass the Chalk – Provide chalk or a soft toy; whoever has it
must answer your next
question, and they pass it on to the student of their choice.
28. Quaker Meeting – Students highlight key passages of the
reading, and there is silence
(like a Quaker meeting) until someone wants to read his/her out,
and others follow. End
with brief writing about what they learned from the sentences.

29. Town Hall Meeting – Abdicate the front of the room for a
student willing to speak out
on a controversial subject, and when she is done with her
comment, she selects the next
speaker from the hands raised.
30. The Half Class Lecture – Divide the class in half and
provide reading material to one
half. Lecture on that same material to the other half of the class.
Then, switch the groups
and repeat, ending with a recap by pairing up members of
opposite groups.
31. Tournament – Divide the class into at least two groups and
announce a competition for
most points on a practice test. Let them study a topic together
and then give that quiz,
tallying points. After each round, let them study the next topic
before quizzing again. The
points should be carried over from round to round. The student
impulse for competition
will focus their engagement onto the material itself.

Student Action: Individual (many of these can be used as
partnerwork or groupwork instead;
or may escalate to that after some individual effort)
32. One-Minute Papers – Students write for one minute on a
specific question (which
might be generalized to “what was the most important thing you
learned today”). Best
used at the end of the class session.
33. Muddiest Point – Like the Minute Paper, but asks for the
“most confusing” point
instead. Best used at the end of the class session.
34. Misconception Check – Discover class’s preconceptions.
Useful for starting new
chapters.
35. Drawing for Understanding – Students illustrate an abstract
concept or idea.
Comparing drawings around the room can clear up
misconceptions.
36. Circle the Questions – Pre-make a handout that has a few

dozen likely student
questions (make them specific) on your topic for that day and
ask students to circle the
ones they don’t know the answers to, then turn in the paper.
37. Ask the Winner – Ask students to silently solve a problem
on the board. After revealing
the answer, instruct those who got it right to raise their hands
(and keep them raised);
then, all other students are to talk to someone with a raised
hand to better understand the
question and how to solve it next time.
38. What’s the Principle – After recognizing the problem,
students assess what principle
to apply in order to solve it. Helps focus on problem TYPES
rather than individual
specific problems. Principle(s) should be listed out.
39. Haiku – Students write a haiku (a three-line poem: 5-
syllables, then 7, then 5) on a given
topic or concept, and then share it with others.
40. Bookmark Notes - Distribute full-length paper to be used as
a bookmark for the

current chapter. On it, record prompts and other “reading
questions”, and require
students to record their notes, observations, and objections
while reading onto these
bookmarks for collection and discussion in class.
41. True or False? – Distribute index cards (one to each student)
on which is written a
statement. Half of the cards will contain statements that are
true, half false. Students
decide if theirs is one of the true statements or not, using
whatever means they desire.
Variation: designate half the room a space for those who think
their statements are true,
and the other half for false.
42. “Real-World” – Have students discuss in class how a topic
or concept relates to a real-
world application or product. Then have students write about
this topic for homework.
Variation: ask them to record their answer on index cards.

43. Concept Mapping – Students write keywords onto sticky
notes and then organize them
into a flowchart. Could be less structured: students simply draw
the connections they
make between concepts.
44. Advice Letter – Students write a letter of advice to future
students on how to be
successful students in that course.
45. Tabloid Titles – Ask students to write a tabloid-style
headline that would illustrate the
concept currently being discussed. Share and choose the best.
46. Bumper Stickers – Ask students to write a slogan-like
bumper sticker to illustrate a
particular concept from lecture. Variation: can be used to ask
them to sum up the entire
course in one sentence.
47. One-Sentence Summary – Summarize the topic into one
sentence that incorporates
all of who/what/when/where/why/how creatively.

48. Directed Paraphrasing – Students asked to paraphrase part
of a lesson for a specific
audience (and a specific purpose).
49. Word Journal – First, summarize the entire topic on paper
with a single word. Then
use a paragraph to explain your word choice.
50. Truth Statements – Either to introduce a topic or check
comprehension, ask
individuals to list out “It is true that...” statements on the topic
being discussed. The
ensuing discussion might illustrate how ambiguous knowledge
is sometimes.
51. Objective Check – Students write a brief essay in which
they evaluate to what extent
their work fulfills an assignment’s objectives.
52. Opposites – Instructor lists out one or more concepts, for
which students must come up
with an antonym, and then defend their choice.
53. Student Storytelling – Students are given assignments that
make use of a given

concept in relation to something that seems personally relevant
(such as requiring the
topic to be someone in their family).
54. Application to Major – During last 15 minutes of class, ask
students to write a short
article about how the point applies to their major.
55. Pro and Con Grid – Students list out the pros and cons for a
given subject.
56. Harvesting – After an experience/activity in class, ask
students to reflect on “what” they
learned, “so what” (why is it important and what are the
implications), and “now what”
(how to apply it or do things differently).
57. Chain Notes – Instructor pre-distributes index cards and
passes around an envelope, on
which is written a question relating to the learning environment
(i.e., are the group
discussions useful?) Students write a very brief answer, drop in
their own card, and pass
the envelope to the next student.

58. Focused Autobiographical Sketches – Focuses on a single
successful learning
experience, one relevant to the current course.
59. Course-Related Self-Confidence Surveys – Simple questions
that measure how
self-confident students are when it comes to a specific skill.
Once they become aware they
can do it, they focus on it more.
60. Profiles of Admirable Individuals – Students write a brief
profile of an individual in
a field related to the course. Students assess their own values
and learn best practices for
this field.
61. Memory Matrix – Identify a key taxonomy and then design a
grid that represents those
interrelationships. Keep it simple at first. Avoid trivial or
ambiguous relationships, which
tend to backfire by focusing students on superficial kinds of
learning. Although probably
most useful in introductory courses, this technique can also be
used to help develop basic
study skills for students who plan to continue in the field

62. Categorizing Grid – Hand out rectangles divided into cells
and a jumbled listing of
terms that need to be categorized by row and column.
63. Defining Features Matrix – Hand out a simple table where
students decide if a
defining feature is PRESENT or ABSENT. For instance, they
might have to read through
several descriptions of theories and decide if each refers to
behaviorist or constructivist
models of learning.
64. What/How/Why Outlines – Write brief notes answering the
what / how / why
questions when analyzing a message or text.
65. Approximate Analogies – Students provide the second half
of an analogy (A is to B as
X is to Y).
66. Problem Recognition Tasks – Offer case studies with

different types of problems and
ask students to identify the TYPE of problem (which is different
from solving it)
67. Switch it up! – Ask students to work on one problem for a
few minutes and
intentionally move to a second problem without debriefing the
first one, then solve the
second one and only then return to the first one for more work.
A carefully chosen second
problem can shed light on the first problem, but this also works
well if the problems are
not directly related to each other.
68. Reading Rating Sheets – Students fill out a ratings sheet on
the course readings, on
how clear, useful, and interesting it was.
69. Assignment Assessments – Students give feedback on their
homework assignments,
and evaluate them as learning tools.
70. Exam Evaluations – Students explain what they are learning
from exams, and evaluate
the fairness, usefulness, and quality of tests.

71. Group-Work Evaluations – Questionnaires asking how
effective groupwork has been
in the class.
72. Teacher-Designed Feedback Forms – Rather than use
standardized evaluation
forms, teachers create ones tailored for their needs and their
classes. Especially useful
midway through the term.
73. Writing Fables – Students write an animal fable (or at least
sketch its outline) that will
lead to a one-sentence moral matching the current concept
discussed in class. May be
done verbally instead.
Student Action: Pairs
74. Think-Pair-Share – Students share and compare possible
answers to a question with a
partner before addressing the larger class.

75. Pair-Share-Repeat – After a pair-share experience, ask
students to find a new partner
and debrief the wisdom of the old partnership to this new
partner.
76. Teacher and Student - Individually brainstorm the main
points of the last homework,
then assign roles of teacher and student to pairs. The teacher’s
job is to sketch the main
points, while the student’s job is to cross off points on his list
as they are mentioned, but
come up with 2-3 ones missed by the teacher.
77. Wisdom of Another – After any individual brainstorm or
creative activity, partner
students up to share their results. Then, call for volunteers of
students who found their
partner’s work to be interesting or exemplary. Students are
sometimes more willing to
share in plenary the work of fellow students than their own
work.
78. Forced Debate – Students debate in pairs, but must defend
the opposite side of their
personal opinion. Variation: half the class take one position,

half the other. They line up
and face each other. Each student may only speak once, so that
all students on both sides
can engage the issue.
79. Optimist/Pessimist – In pairs, students take opposite
emotional sides of a
conversation. This technique can be applied to case studies and
problem solving as well.
80. Peer Review Writing Task – To assist students with a
writing assignments, encourage
them to exchange drafts with a partner. The partner reads the
essay and writes a three-
paragraph response: the first paragraph outlines the strengths of
the essay, the second
paragraph discusses the essay’s problems, and the third
paragraph is a description of
what the partner would focus on in revision, if it were her
essay.
81. Invented Dialogues – Students weave together real quotes
from primary sources, or
invent ones to fit the speaker and context.

82. My Christmas Gift – Students mentally select one of their
recent gifts as related to or
emblematic of a concept given in class, and must tell their
partners how this gift relates to
the concept. The one with a closer connection wins.
83. Psychoanalysis – Students get into pairs and interview one
another about a recent
learning unit. The focus, however, is upon analysis of the
material rather than rote
memorization. Sample Interview Questions: Can you describe to
me the topic that you
would like to analyze today? What were your attitudes/beliefs
before this topic? How did
your attitudes/beliefs change after learning about this topic?
How will/have your
actions/decisions altered based on your learning of this topic?
How have your
perceptions of others/events changed?
Student Action: Groups

84. Jigsaw (Group Experts) – Give each group a different topic.
Re-mix groups with one
planted “expert” on each topic, who now has to teach his new
group.
85. Board Rotation – Assign groups of students to each of the
boards you have set up in
the room (four or more works best), and assign one
topic/question per board. After each
group writes an answer, they rotate to the next board and write
their answer below the
first, and so on around the room.
86. Pick the Winner – Divide the class into groups and have all
groups work on the same
problem and record an answer/strategy on paper. Then, ask
groups to switch with a
nearby group, and evaluate their answer. After a few minutes,
allow each set of groups to
merge and ask them to select the better answer from the two
choices, which will be
presented to the class as a whole.

87. Layered Cake Discussion - Every table/group works on the
same task for a few
minutes, then there’s a plenary debrief for the whole class, and
finally repeat with a new
topic to be discussed in the groups.
88. Lecture Reaction – Divide the class into four groups after a
lecture: questioners (must
ask two questions related to the material), example givers
(provide applications),
divergent thinkers (must disagree with some points of the
lecture), and agreers (explain
which points they agreed with or found helpful). After
discussion, brief the whole class.
89. Movie Application – In groups, students discuss examples
of movies that made use of
a concept or event discussed in class, trying to identify at least
one way the movie-makers
got it right, and one way they got it wrong.
90. Student Pictures – Ask students to bring their own pictures
from home to illustrate a
specific concept to their working groups.

91. Definitions and Applications – In groups, students provide
definitions, associations,
and applications of concepts discussed in lecture.
92. TV Commercial – In groups, students create a 30-second TV
commercial for the
subject currently being discussed in class. Variation: ask them
to act out their
commercials.
93. Blender – Students silently write a definition or brainstorm
an idea for several minutes
on paper. Then they form into groups, and two of them read
their ideas and integrate
elements from each. A third student reads his, and again
integration occurs with the
previous two, until finally everyone in the group has been
integrated (or has attempted
integration).
94. Human Tableau or Class Modeling – Groups create living
scenes (also of inanimate
objects) which relate to the classroom concepts or discussions.
95. Build From Restricted Components – Provide limited

resources (or a discrete list of
ideas that must be used) and either literally or figuratively
dump them on the table,
asking students in groups to construct a solution using only
these things (note: may be
familiar from the Apollo 13 movie). If possible, provide red
herrings, and ask students to
construct a solution using the minimum amount of items
possible.
96. Ranking Alternatives – Teacher gives a situation, everyone
thinks up as many
alternative courses of action (or explanations of the situation)
as possible. Compile list. In
groups, now rank them by preference.
97. Simulation – Place the class into a long-term simulation
(like as a business) to enable
Problem-Based Learning (PBL).
98. Group Instructional Feedback Technique – Someone other
than the teacher polls

groups on what works, what doesn’t, and how to fix it, then
reports them to the teacher.
99. Classroom Assessment Quality Circles – A small group of
students forms a
“committee” on the quality of teaching and learning, which
meets regularly and includes
the instructor.
100. Audio and Videotaped Protocols – Taping students while
they are solving problems
assesses the learner’s awareness of his own thinking.
101. Imaginary Show and Tell – Students pretend they have
brought an object relevant to
current discussion, and “display” it to the class while talking
about its properties.
102. Six Degrees of “RNA Transcription Errors” – Like the
parlor game “Six Degrees of
Kevin Bacon” (in which actors are linked by joint projects), you
provide groups with a
conceptual start point and challenge them to leap to a given
concept in six moves or
fewer. One student judge in each group determines if each leap

is fair and records the
nature of the leaps for reporting back to the class.
Facebook
103. Replace Discussion Boards - Create a Facebook “group”
(private/invite only) and use
the Wall as the class discussion board. Students are notified by
home page notification
when someone replies to their thread.
104. Notify Students Quickly – Posting to Facebook will reach
your students much faster
than an email, because most of them check Facebook regularly.
105. Fan Page - An alternative to a group is a “fan” page, which
has the advantage that your
“status updates” will show up for students on their Live Feed.
Disadvantage: some
students turn off Live Feed and only see status updates of their
friends.
106. Direct Facebook Friendship - Allowing your students to

“friend” you will give you
unfettered access to them (unless they’ve set up a special role
for you), but more
importantly, your status updates will be visible to them on the
home page (unless they
block you manually). Disadvantage: too much information will
be revealed on both sides,
unless both you and the students set up “lists” with limited
access allowed.
Twitter
107. Report from the Field – Students use smart phones to
record their observations while
witnessing an event/location related to the course of study,
capturing more honest and
spontaneous reactions
108. Twitter Clicker Alternative - In large classes, a hashtag
can amalgamate all posts by
your students in one place, giving them a free-response place to
provide feedback or guess
at a right answer. Also useful for brainstorming.

109. Backchannel Conversations in Large Classes – unlike a
whispered conversation, a
Twitter conversation (searchable by agreed-upon hashtag)
becomes a group discussion.
Students may also help out other students who missed a brief
detail during the lecture.
110. Follow an Expert – Luminaries in many disciplines, as well
as companies and
governmental agencies, often publish a Twitter feed. Reading
such updates provides a
way to stay current.
111. Tweeted Announcements - Instead of Blackboard, use
Twitter to send out
announcements like cancelled classes.
112. Twitter Pictures and URLs - Twitpic and other services
allows for photo upload to
twitter; bit.ly and other “link shorteners” allow for pasting long
URLs as short ones.
113. Student Summaries - Make one student the “leader” for
tweets; she posts the top five

important concepts from each session to twitter (one at a time);
other students follow her
feed and RT for discussion/disagreements
114. Quick Contact - Since sharing cell phone numbers is risky,
instructors may wish to let
students follow them on Twitter and send Direct Messages that
way.
115. Community-Building - A Twitter group for your specific
class creates inclusiveness
and belonging.
116. Twitter Projects - Tweetworks and other apps can enable
student groups to
communicate with each other more easily.
117. Brainstorm - Small Twitter assignments can yield
unexpected brainstorming by
students, since it’s happening “away” from the LMS.
118. Twitter Poll - PollDaddy and other apps enable Twitter to

gather interest, information,
attitudes, and guesses.
119. Post Links - News stories and other websites can be linked
via Twitter (services such as
bit.ly will shorten URLs).
YouTube
120. Video Demonstrations - Using a webcam, record a
demonstration relevant to your
topic and post it to YouTube.
121. Student Videos - Student projects, presentations, or
speeches can take the form of
video instead of PowerPoint, and uploaded for the class to see.
122. Closed Eyes Method – To prevent students at home from
“reading” presentations
(such as poem recitations) that were supposed to be memorized
for YouTube upload,
require them to give the performance with their eyes closed.

123. Interactive Video Quizzes - Using annotations (text boxes)
and making them
hyperlinks to other uploaded videos, instructors can construct
an on-screen “multiple
choice” test leading to differentiated video reactions, depending
on how the student
answers. Requires filming multiple videos and some editing
work.
124. Movie Clips - Show brief segments of popular movies to
illustrate a point, start a
conversation, have students hunt for what the movie gets wrong,
etc.
125. Embed Into PowerPoint - YouTube videos can be
embedded into PPT as long as there
is an active Internet connection; create a Shockwave Flash
object in the Developer tab,
and add the URL for “Movie” in the properties (the URL will
need to replace “watch?=v/”
with just “/v/”). Alternative: use one-button plugin from iSpring
Free.
126. Shared Account – Instructor creates a generic YouTube
username/account and gives

the password to everyone in the class, so student uploads all go
to the same place.
Wikis
127. Group Wiki Projects - Instead of emailing a document (or
PPT) back and forth,
student groups can collaborate in real time with a free wiki such
as wikispaces.com
128. Wiki Class Notes - Offering a class wiki for the optional
sharing of lecture notes aids
students who miss class, provides a tool for studying, and helps
students see the material
from more than one perspective.
Blogs
129. Questions to Students - Use the blog to “push” questions
and discussion prompts to
students like you would email, but in a different forum.

130. Provide Links - The native HTML nature of the blog makes
it easy to give links to news
stories and relevant websites.
131. Substitute for Blackboard Discussion Board - Students can
comment on each post
(or previous comment) and engage in a dialogue that is similar
to Blackboard, but while
out in the Internet in general.
132. Electronic Role Play - Students create their own blogs, and
write diary-type entries
while role-playing as someone central to your content.
Creating Groups
133. Quick Division – Divide your class into two roughly equal
segments for simultaneous,
parallel tasks by invoking their date of birth: “if your birthday
falls on an odd-numbered

day, do task X…if your birthday is even, do task Y.” Other
variations include males and
females, months of birth, odd or even inches in their height
(5’10” vs 5’11”).
134. Question and Answer Cards – Make index cards for every
student in the class; half
with questions about class content; half with the right answers.
Shuffle the cards and have
students find their appropriate partner by comparing questions
and answers on their own
cards.
135. Telescoping Images – When you need the class to form
new groups, craft sets of index
cards that will be grouped together by theme, and randomly pass
them out for students to
seek the other members of their new groups. Example: one set
of four index cards has
pictures of Europe on a map, then France, then the Eiffel
Tower, then a person wearing a
beret (thematically, the images “telescope” from far away to
close up, and the students

must find others in their particular set of telescoping images).
136. Speed Sharing – Students write definitions, concepts, quiz
questions, etc. on index
cards and form two concentric circles, facing each other. For
thirty seconds (or 60), they
share their knowledge with the person opposite them. Then, the
outer circle “rotates” so
that everyone has a new partner, and the sharing is repeated.
This can be done until each
student has completed the circuit.
137. Trio Rotation – Group students into threes, and arrange the
groups into a large circle.
Each team of three works on a problem. Then, each team
assigns a 1, 2, and 3 number to
each person. The 1’s stay put, but the 2’s rotate clockwise and
the 3’s rotate
counterclockwise. Newly formed teams then work on a new
problem.
138. Go to Your Post – Tape a sign onto opposite sides of the
walls with different
preferences (different authors, skills, a specific kind of problem
to solve, different values)

and let students self-select their working group
139. Four Corners – Put up a different topic in each corner of
the room and ask students to
pick one, write their ideas about it down, then head to “their”
corner and discuss opinions
with others who also chose this topic.
Icebreakers
140. Introduce Your Partner’s Non-Obvious Trait – Students
partner up and are tasked
with learning one thing about the other person that is not
obvious by looking at them.
Then, they introduce their partner to the larger class. Instructors
can use this time to
record a crude seating chart of the students and begin to learn
their names.
141. Scrapbook Selection – Put students in groups and give each
group a big pile of printed
photos (best if laminated – maybe different shapes/sizes?) Ask
them to choose one as a

group that epitomizes their reaction/definition of the topic being
discussed, and explain
why.
142. Brush with Fame – Students relate their closest encounter
with someone famous, even
if it has to be a story about something that happened to a friend
or relative.
143. Name Game – Students form circles in groups of 8-10 and
one at a time state their
name with an alliterative action: “I’m Jumping James!”
Optimally, they should perform
the action as well. They proceed around the circle, stating
names and performing the
actions, adding names one at a time, until the last person in the
circle will have to say
everyone’s name and perform all the actions.
144. Human Bingo – Students become acquainted at the start of
a semester by performing a
scavenger hunt you design as a handout: “find someone who
dislikes carrots, someone
who owns a German car, someone who has read a book about
submarines, etc.”

145. Line Dance – Students line up according to their level of
agreement on a controversial
subject: strong agreement on one side, strong disagreement on
the other.
146. Two Truths and a Lie – Go around the room and ask each
student to relate two true
statements and one falsehood about themselves, without giving
away which is false.
Games (Useful for Review)
147. Crossword Puzzle – Create a crossword puzzle as a
handout for students to review
terms, definitions, or concepts before a test. Some online
websites will automate the
puzzle creation.
148. Jeopardy – Play jeopardy like the TV show with your

students. Requires a fair amount
of preparation.
149. Pictionary – For important concepts and especially terms,
have students play
pictionary: one draws images only, the rest must guess the term.
150. Super-Password – Also for concepts and terms; one student
tries to get his partner to
say the key term by circumlocution, and cannot say any of the
“forbidden words” on a
card prepared ahead of time.
151. Guess the Password – The instructor reveals a list of words
(esp. nouns) one at a time
and at each point, ask students to guess what key term they are
related to. The hints
become increasingly specific to make the answer more clear.
152. Twenty Questions – Assign a person, theory, concept,
event, etc to individual students
and have the partner ask yes/no questions to guess what the
concept is. Also works on a
plenary level, with one student fielding the questions from the
whole class.

153. Hollywood Squares – Choose students to sit as
“celebrities” at the front of the class.
Variation: allow the celebrities to use books and notes in
deciding how to help the
contestants.
154. Scrabble – Use the chapter (or course) title as the pool of
letters from which to make
words (e.g., mitochondrialdna) and allow teams to brainstorm as
many words as possible
from that list, but all words must be relevant to this test.
Variation: actually play scrabble
on boards afterward.
155. Who am I? - Tape a term or name on the back of each
student, out of view. Each student
then wanders about the room, posing yes/no questions to the
other students in an effort
to guess the term on his own back.
Interaction Through Homework

156. Find the Company – Students search the Internet for a
corporation that makes use of
concepts/ideas from class, and must defend their choice in the
next class session.
157. Diagnostic Learning Logs – Students track main points in
lecture and a second list of
unclear points. They then reflect on and analyze the information
and diagnose their
weaknesses.
158. Process Analysis – Students track the steps they take to
finish an assignment and
comment on their approaches to it.
159. Productive Study-Time Logs – Short records students keep
on how long they study
for a class; comparison allows those with lesser commitment to
see the disparity.
160. Double-Entry Journals – Students note first the important
ideas from reading, and
then respond personally.
161. Paper or Project Prospectus – Write a structured plan for a

term paper or large
project.
162. Annotated Portfolios – Student turns in creative work, with
student’s explanation of
the work in relation to the course content and goals.
Student Questions
163. Student Questions (Index Cards) – At the start of the
semester, pass out index cards
and ask each student to write a question about the class and
your expectations. The cards
rotate through the room, with each student adding a check-mark
if they agree this
question is important for them. The teacher learns what the
class is most anxious about.
164. Student Questions (Group-Decided) – Stop class, group
students into fours, ask
them to take five minutes to decide on the one question they
think is crucial for you to
answer right now.

165. Questions as Homework – Students write questions before
class on 3x5 cards: “What
I really wanted to know about mitochondrial DNA but was
afraid to ask...”
166. Student-Generated Test Questions – Students create likely
exam questions and
model the answers. Variation: same activity, but with students
in teams, taking each
others’ quizzes.
167. Minute Paper Shuffle – Ask students to write a relevant
question about the material,
using no more than a minute, and collect them all. Shuffle and
re-distribute, asking each
student to answer his new question. Can be continued a second
or third round with the
same questions.
Role-Play

168. Role-Playing – Assign roles for a concept, students
research their parts at home, and
they act it out in class. Observers critique and ask questions.
169. Role Reversal – Teacher role-plays as the student, asking
questions about the content.
The students are collectively the teacher, and must answer the
questions. Works well as
test review/prep.
170. Jury Trial. Divide the class into various roles (including
witnesses, jury, judge, lawyers,
defendant, prosecution, audience) to deliberate on a
controversial subject.
171. Press Conference – Ask students to role-play as
investigative reporters asking
questions of you, the expert on the topic. They should seek a
point of contradiction or
inadequate evidence, hounding you in the process with follow-
up questions to all your
replies.

172. Press Conference (Guest Speaker) – Invite a guest speaker
and run the class like a
press conference, with a few prepared remarks and then fielding
questions from the
audience.
173. Analytic Memo – Write a one-page analysis of an issue,
roleplaying as an employer or
client.
Student Presentations
174. Fishbowl – A student unpacks her ideas and thoughts on a
topic in front of others, who
take notes and then write a response. Avoid asking questions.
175. Impromptu Speeches – Students generate keywords, drop
them into a hat, and self-
choose presenters to speak for 30 seconds on each topic.
176. Anonymous Peer Feedback – For student presentations or
group projects, encourage
frank feedback from the observing students by asking them to

rip up a page into quarters
and dedicating comments to each presenter. Multiple variations
are possible in “forcing”
particular types of comments (i.e., require two compliments and
two instances of
constructive feedback). Then, ask students to create a pile of
comments for Student X,
another pile for Student Y, and so on.
177. PowerPoint Presentations – For those teaching in
computer-mediated environments,
put students into groups of three or four students. Students
focus their attention on a
chapter or article and present this material to the class using
PowerPoint. Have groups
conference with you beforehand to outline their presentation
strategy and ensure
coverage of the material.
Brainstorming
178. Brainstorming on the Board – Students call out concepts
and terms related to a topic

about to be introduced; the instructor writes them on the board.
If possible, group them
into categories as you record the responses. Works to gauge pre-
existing knowledge and
focus attention on the subject.
179. Brainstorming Tree – While brainstorming on the board,
circle the major concepts
and perform sub-brainstorms on those specific words; the result
will look like a tree
blooming outward.
180. Brainstorming in a Circle – Group students to discuss an
issue together, and then
spend a few minutes jotting down individual notes. One person
starts a brainstorming list
and passes it to the student to the right, who then adds to the
list and passes it along
again.
181. Chalk Talk – Ask students to go to multiple boards around

the room to brainstorm
answers to a prompt/assignment, but disallow all talking. Can
also be done in groups.
Online Interaction
182. Online Chat (All-Day) – For classes meeting at least
partially in an online
environment, instructors can simulate the benefits gained by a
chat-room discussion
(more participation from reserved instructors) without requiring
everyone to meet in a
chat room for a specific length of time. The day begins with a
post from the instructor in a
discussion board forum. Students respond to the prompt, and
continue to check back all
day, reading their peers’ posts and responding multiple times
throughout the day to
extend discussion.
183. Online Chat (Quick) – To gauge a quick response to a topic
or reading assignment,
post a question, and then allow students to chat in a

synchronous environment for the
next 10 minutes on the topic. A quick examination of the chat
transcript will reveal a
multitude of opinions and directions for further discussion. In
online environments,
many students can “talk” at once, with less chaotic and more
productive results than in a
face-to-face environment.
184. Online Evaluation – For those teaching in online
environments, schedule a time which
students can log on anonymously and provide feedback about
the course and your
teaching. Understand, however, that anonymity online
sometimes breeds a more
aggressive response than anonymity in print.
185. Pre-Class Writing – A few days before your computer-
mediated class begins, have
students respond in an asynchronous environment to a prompt
about this week’s topic.
Each student should post their response and at least one
question for further discussion.
During the face-to-face meeting, the instructor can address
some of these questions or

areas not addressed in the asynchronous forum.
186. E-Mail Feedback – Instructor poses questions about his
teaching via e-mail; students
reply anonymously.
NOTES/25QuickFormativeAssessments.pdf
New York • Toronto • London • Auckland • Sydney
Mexico City • New Delhi • Hong Kong • Buenos Aires
Judith Dodge
ASSESSMENTS
FORMATIVE
for a Differentiated Classroom
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Scholastic Inc. grants teachers permission to photocopy the
reproducible pages from this book for classroom use.
No other part of this publication may be reproduced in whole or
in part, or stored in a retrieval system, or transmitted in
any form or by any means, electronic, mechanical,
photocopying, recording, or otherwise, without written
permission of the
publisher. For information regarding permission, write to
Scholastic Inc., 557 Broadway, New York, NY 10012.
Editor: Joanna Davis-Swing
Cover design: Jorge J. Namerow
Interior design: Kelli Thompson
ISBN-13: 978-0-545-08742-1
ISBN-10: 0-545-08742-2
Copyright © 2009 by Judith Dodge.
All rights reserved. Published by Scholastic Inc.

Printed in the U.S.A.
1 2 3 4 5 6 7 8 9 10 40 15 14 13 12 11 10 09
Acknowledgments
Thank you to Carol Ann Tomlinson, who continues to inform
my work in
this field
Thank you to Debra Steinroder, Jill Simpson, and Lisa Drewes,
who took
many of the ideas in this book and piloted them with their
students, often
improving them and making them more useful for others
Thank you to Noel Forte, who worked with me on the
technology connections,
making this book more current
Thank you to the countless teachers in over 75 school districts
with whom I
have worked over the past twenty years, exploring together how
to refine the
art and science of teaching and learning

A special thanks to the teachers in the following school
districts, who eagerly
shared their work, ideas, and students sample with me so that
we could
spread those ideas to others: Elmont, Freeport, Herricks, South
Huntington,
North Merrick, Mineola, Middle Country, Westhampton Beach
Thank you to Jen Maichin, a special education teacher, who
pointed out
how the assessment strategies in this book could help teachers
implement
the federal mandates of Response to Intervention in their
general education
classrooms
Thank you to Mike Mildon, who helped me finally go digital
with my strategies
Thank you to my family, who has been so supportive during the
process of
completing this book
Thank you to my parents for always believing in me; they would

have been
so proud
And thank you to the team at Scholastic, including Joanna
Davis-Swing, my
editor, who continue to support me as a teacher of teachers
25 Q
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Judith D
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Introduction
What Are Formative Assessments and Why Should We Use
Them? . . . . . . . . 4
Using a Variety of Formative Assessments . . . . . . . . . .
. . . . . . . . . . . . . . . 5
Types of Assessment Strategies . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . 5
How to Use the Assessments in This Book . . . . . . . . . .
. . . . . . . . . . . . . . . 6
Keeping Track of the Data . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . 7
Differentiating Instruction in Response to Formative
Assessments . . . . . . . . 7
Formative Assessment Data Collection . . . . . . . . . . . .
. . . . . . . . . . . . . . . . 8
Designing Tiered Activities . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . 9
Gathering Multiple Sources of Evidence . . . . . . . . . . .
. . . . . . . . . . . . . . . 10
25 Quick Formative Assessments: Quick Reference . . . . .
. . . . . . . . . . . . 11
Section 1: Summaries and Reflections

1. Dry-Erase Boards . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . 13
2 . QuickWrite . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . 15
3 . WriteAbout . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . 16
4. S-O-S Summary . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . 19
5 . 3-2-1 Summarizer . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . 22
6. My Opinions Journal . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . 25
7. My Textbook Page . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . 28
8. FactStorming . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . 32
Section 2: Lists, Charts, and Graphic Organizers
9 . My Top Ten List . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . 38
1 0 . Matrix . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . 41
1 1 . Noting What I’ve Learned . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . 44
1 2 . List-Group-Label . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . 47
1 3 . Web Wind-up . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . 50
Section 3: Visual Representations of Information
1 4 . Picture Note Making . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . 53
1 5 . QuickWrite/QuickDraw . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . 56
1 6 . Unit Collage . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . 59
1 7 . Photo Finish . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . 63
1 8 . Filming the Ideas . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . 67
1 9 . Flipbooks . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . 73
20. SmartCards . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . 76
Section 4: Collaborative Activities
2 1 . Turn ’n’ Talk . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . 80
22. Headline News! Summary . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . 82

2 3 . Four More! . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . 85
24 . Find Someone Who . . . Review . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . 88
2 5. Carousel Brainstorming . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . 91
Appendix . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . 94
Reproducibles Index . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . 95
Bibliography . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . 96
Contents
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Introduction

What are Formative assessments
and Why should We use them?
F
ormative assessments are ongoing assessments, observations,
summa-
ries, and reviews that inform teacher instruction and provide
students
feedback on a daily basis (Fisher & Frey, 2007). While
assessments are
always crucial to the teaching and learning process, nowhere are
they
more important than in a differentiated classroom, where
students of all levels
of readiness sit side by side. Without the regular use of
formative assessment,
or checks for understanding, how are we to know what each
student needs
to be successful in our classroom? How else can we ensure we
are addressing
students’ needs instead of simply teaching them what we think
they need?
Traditionally, we have used assessments to measure how much

our
students have learned up to a particular point in time (Stiggins,
2007). This
is what Rick Stiggins calls “assessment of learning” and what
we use to see
whether our students are meeting standards set by the state, the
district, or
the classroom teacher. These summative assessments are
conducted after a unit
or certain time period to determine how much learning has taken
place.
Although Stiggins notes that assessments of learning are
important if we
are to ascribe grades to students and provide accountability, he
urges teachers to
focus more on assessment for learning. These types of
assessment—formative
assessments—support learning during the learning process.
Since formative assessments are considered part of the learning,
they need
not be graded as summative assessments (end-of-unit exams or
quarterlies, for
example) are. Rather, they serve as practice for students, just

like a meaning-
ful homework assignment (Chappuis & Chappuis, 2007/2008).
They check for
understanding along the way and guide teacher decision making
about future
instruction; they also provide feedback to students so they can
improve their
performance. Stiggins suggests “the student’s role is to strive to
understand
what success looks like and to use each assessment to try to
understand how
to do better the next time.” Formative assessments help us
differentiate instruc-
tion and thus improve student achievement.
When I work with teachers during staff development, they often
tell me
they don’t have time to assess students along the way. They fear
sacrificing
coverage and insist they must move on quickly. Yet in the rush
to cover more,
students are actually learning less. Without time to reflect on
and interact
meaningfully with new information, students are unlikely to
retain much of

what is “covered” in their classrooms.
Formative assessments, however, do not have to take an
inordinate
amount of time. While a few types (such as extended responses
or essays)
take considerably more time than others, many are quick and
easy to use on
a daily basis. On balance, the time they take from a lesson is
well worth the
information you gather and the retention students gain.
“Informative assessment
isn’t an end in itself,
but the beginning of better
instruction.”
CarolannTomlinson
(2007/2008,p.11)
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Using a Variety of Formative Assessments
The National Forum on Assessment (1995) suggests that
assessment systems include opportunities for both individual
and group work. To provide you
with a comprehensive repertoire, I have labeled each assessment
as Individual,
Partner, Small Group, or Whole Class (see chart, page 11).

Listening in on
student partners or small-group conversations allows you to
quickly identify
problems or misconceptions, which you can address
immediately. If you
choose a group assessment activity, you will frequently want to
follow it up
with an individual one to more effectively pinpoint what each
student needs.
Often, the opportunity to work with others before working on
their own
leads students toward mastery. The group assessment process is
part of the
learning; don’t feel you must grade it. The individual
assessment that follows
can remain ungraded, as well, although it will be most useful if
you provide
some feedback to the learner, perhaps in the form of a brief
comment or,
at the very least, a check, check-plus or check-minus, with a
brief verbal
explanation about what each symbol indicates (You have
mastered the skill,
You need more practice, etc.).

By varying the type of assessment you use over the course of
the week,
you can get a more accurate picture of what students know and
understand,
obtaining a “multiple-measure assessment ‘window’ into student
understand-
ing” (Ainsworth & Viegut, 2006). Using at least one formative
assessment
daily enables you to evaluate and assess the quality of the
learning that
is taking place in your classroom and answer these driving
questions: How is
this student evolving as a learner? What can I do to assist this
learner on his path
to mastery?
Types of Assessment Strategies
I have chosen a variety of quick ways for you to check for
understanding and gather “evidence” of learning in your
classroom. In this book, you
will find four different types of formative assessments.
■ Summaries and Reflections Students stop and reflect, make
sense of

what they have heard or read, derive personal meaning from
their
learning experiences, and/or increase their metacognitive skills.
These
require that students use content-specific language.
■ Lists, Charts, and Graphic Organizers Students will organize
information,
make connections, and note relationships through the use of
various
graphic organizers.
■ Visual Representations of Information Students will use both
words and
pictures to make connections and increase memory, facilitating
retrieval
of information later on. This “dual coding” helps teachers
address
classroom diversity, preferences in learning style, and different
ways
of “knowing.”
■ Collaborative Activities Students have the opportunity to
move and/or
communicate with others as they develop and demonstrate their

understanding of concepts.
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How to Use the Assessments in This Book
The quick formative assessments found within this book are
designed for easy implementation in any classroom. Almost all
can be used, with a little modifi-
cation, throughout grades 3–8 and across the curriculum. A few
are better for
either younger or more sophisticated learners. Each strategy is
labeled for easy
identification by grade level on the list of strategies found on
page 11.
You can choose any of the 25 quick assessments in this book to
measure

learning in your classroom. For each strategy, I will provide the
following.
■ Introduction A description of the strategy and the relevant
research behind
it. I will explain how the strategy supports differentiated
instruction.
■ Step-by-Step Instructions Steps for introducing and modeling
the strategy
for students
■ Applications Suggestions regarding what you can assess with
the strategy
In addition, for many strategies you’ll find:
■ Tips for Tiering Any ideas specific to the strategy for
supporting struggling
learners and challenging advanced learners that may not appear
in the
Introduction of this book
■ TechConnect Ideas for integrating technology with the
formative

assessment
■ Reproducibles and/or Completed Samples of Student Work
All reproducibles in the book are on the enclosed CD. I’ve also
included
variations of some forms that are only on the CD. See page 95
for a complete list
of the CD contents.
Exit Cards
One of the easiest formative assessments is the Exit Card. Exit
Cards are index
cards (or sticky notes) that students hand to you, deposit in a
box, or post on
the door as they leave your classroom. On the Exit Card, your
students have
written their names and have responded to a question, solved a
problem, or
summarized their understanding after a particular learning
experience. In a
few short minutes, you can read the responses, sort them into
groups (students
who have not yet mastered the skill, students who are ready to
apply the skill, stu-

dents who are ready to go ahead or to go deeper), and use the
data to inform the
next day’s or, even, that afternoon’s instruction.
Feedback provided by the Exit Cards frequently leads to the
formation
of a needs-based group whose members require reteaching of
the concept
in a different way. It also identifies which of your students do
not need to
participate in your planned whole-group mini-lesson, because
they are ready
to be challenged at a greater level of complexity.
Several of the formative assessments contained in this book can
be used
as Exit Cards. In the table on page 11, I have placed an asterisk
next to those
assessments that you can use as an Exit Card to quickly sort and
group students
for subsequent instruction.
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Keeping Track of the Data
When you use formative assessments, you must keep track of
the data that you collect. The easiest way to observe and assess
student growth
is to walk around your room with a clipboard and sticky notes.

As you notice
acquisition of a new skill or confusion and struggle with a skill,
record the
student’s name and jot down a brief comment. Consider keeping
a folder for
each child in which you insert any notes that you make on a
daily basis. This
process will help you focus on the needs of individual students
when you
confer with each child or develop lessons for your whole class.
Another way to keep track of the data is to use a class list such
as the one on
page 8. On this sheet, you can note specific skills and record
how each student
is doing. You can use a system of check-minus, check, and
check-plus or the
numbers 4, 3, 2, 1 to indicate student proficiency with the skill.
Differentiating Instruction in Response
to Formative Assessments
Thomas R. Guskey suggests that for assessments to become an
integral part of the instructional process, teachers need to
change their approach

in three important ways. They must “1) use assessments as
sources of
information for both students and teachers, 2) follow
assessments with
high-quality corrective instruction, and 3) give students second
chances to
demonstrate success” (2007).
Once you have assessed your learners, you must take action.
You
will be able to help your students achieve success by
differentiating your
instruction based on the information you have gathered. Ask
yourself,
“Who needs my attention now? Which students need a different
approach?
Which students are not learning anything new, because I haven’t
challenged
them?” “Tiering” your activities for two or three levels of
learners is usually
what is called for after a review of assessment data. We must be
prepared
to provide both corrective activities and enrichment activities
for those
who need them. An important caveat to keep in mind, however,

is that
the follow-up, corrective instruction designed to help students
must present
concepts in new ways and engage students in different learning
experiences
that are more appropriate for them (Guskey, 2007/2008). Your
challenge
will be to find a new and different pathway to understanding.
The best
corrective activities involve a change in format, organization, or
method of
presentation (Guskey, 2007/2008).
After using any of the formative assessments contained in this
book,
you can choose from among the suggestions on page 9 to
scaffold your
struggling learners or challenge your advanced learners. The
suggestions
for struggling learners will help students during their “second-
chance”
learning on the road toward mastery. The suggestions for
advanced
learners will challenge those students who, in my opinion, are
frequently

forgotten in mixed-ability classrooms. With these easy
adjustments to your
lesson plans, you will be able to respond to the diverse
readiness needs of
students in your heterogeneous classroom.
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Assessment of:
_____________________________________________________
______________
Now what? The next step . . .
Use the information gathered to design tiered activities .
See page 9 for ideas on how to tier follow-up learning activities
Students List Specific Skills: Record �, 3, 2, 1

Formative Assessment Data Collection
4= Advanced
3=Proficient
2=Developing
1=Beginning
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■ Offer teacher direction (reteaching with a different
method).
■ Allow the student to work with a reading partner, study
buddy, or learning partner. (Buddy-up an English
language learner (ELL) with another student.) This will
provide peer support for collaborative learning.
■ Allow students to use class notes, textbooks, and/or other
classroom resources to complete the task.
■ Provide a model or exemplar (of a similar problem solved
or a sample of the type of writing expected).
■ Furnish step-by-step directions; break down the task.
■ Provide hints or tips.
■ Color-code different elements; highlight for focusing;
provide “masks and markers” for focused attention on
specific text.

■ Provide sentence strips, sticky labels with terms,
or manipulatives (plastic coins, Judy clocks, Unifix
cubes, fraction tiles, number lines, algebraic tiles,
calculators, etc.).
■ Provide a partially completed graphic organizer or
outline.
■ Provide out-of-sequence steps for students to reorganize.
■ Provide a cloze (fill-in-the-blank) paragraph (with or
without a word box) for students whose language is
extremely limited or for those who struggle with
grapho-motor skills.
■ Give a framed paragraph or essay (with sentence
starters to help organize the writing).
■ Provide guided questions.
■ Supply a word bank and definitions.
■ Support with visuals, diagrams, or pictures.
■ Provide words on labels for students to simply pull off

and place appropriately.
■ Allow additional time.
Scaffolding Struggling Learners
■ Design activities that are more complex, abstract,
independent, and/or multistep.
■ Pose a challenge question or task that requires them to
think beyond the concrete and obvious response (from
the newly learned material) to more abstract ideas and
new use of the information.
■ Require more complex expression of ideas: different
types of sentences, synonyms, more than one adjective or
action (verb) to describe what’s happening.
■ Require that metaphors and similes, idiomatic expres-
sions, or specific literary elements be included in their
writing.
■ Ask students to make text-to-text and text-to-world
connections (more abstract than text-to-self connections).
■ Require students to note relationships and point out con-

nections among ideas: compare and contrast; cause and
effect; problem and solution; sequence, steps, or change
over time; advantages and disadvantages; benefits; etc.
■ Ask students to tell the story from a different point of view.
■ Ask students to place themselves into the story or time
period and write from the first-person point of view.
■ Ask students to consider “What if?” scenarios.
■ Provide multistep math problems.
■ Include distracters.
■ Do not provide a visual prompt.
■ Ask students to suggest tips or hints that would help
others who struggle to make sense of the information
■ Provide a problem or model that does not work; have
students problem-solve.
■ Have students create their own pattern, graph, experi-
ment, word problem, scenario, story, poem, etc.
■ Have students use the information in a completely new
way (Design an awareness campaign about … ; Create
a flier to inform …; Write/give a speech to convince …;

Write an article to educate …; Write an ad to warn others
about …; Design a program to solve the problem of …. )
Challenging Advanced Learners
Designing Tiered Activities
Addressing Student Needs at Different Levels of Readiness
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Gathering Multiple Sources of Evidence
In differentiated classrooms everywhere, a resounding mantra is
“Fair is not equal; fair is getting what you need.” Assessments
enable us to
determine what students need. But for our assessments to be
accurate,
we need multiple measures of student understanding. We need

evidence
gathered over time in different ways to evaluate how effective
the teaching
and learning process has been. Tomlinson and McTighe (2006)
suggest that
when we gather a “photo album” rather than a “snapshot” of our
students,
we can differentiate instruction based on a more accurate
evaluation of our
students’ learning needs.
I wish you success as you gather your own “photo album” of
your students
and choose from a variety of reflective, unique, and engaging
assessment
tools. This book offers you an “assessment tool kit” to choose
from as you
create a classroom that is continually more responsive to the
needs of your
diverse learners. These assessments will provide you and your
students
“evidence” of their learning and help them on their journey to
greater
achievement in school.

W ith the reauthorization of the Individuals with Disabilities
Education Act (IDEA, 2004) under No Child Left Behind,
schools are searching for ways to implement
the newly required Response to Intervention (RTI) model . This
new way of delivering
intervention to struggling students encompasses a three-tiered
model .
Tier 1 interventions include monitoring at-risk students within
the general education
classroom, ensuring that each student has access to a high-
quality education that is
matched to his or her needs . RTI focuses on improving
academic achievement by using
scientifically based instructional practices .
According to the National Association of State Directors of
Special Education (2005),
Tier 1 strategies encompass “alternative assessment which
utilizes quality interventions
matched to student needs, coupled with formative evaluation to
obtain data over time
to make critical educational decisions .” Not to be confused
with tiered activities, which
are a cornerstone of a differentiated classroom (where one

concept is taught at two
or three levels of readiness), Tier I activities are any of the in-
class interventions class-
room teachers provide to assess and monitor their at-risk
students .
The evidence-based formative assessments provided in this
book are excellent
methods for classroom teachers to measure the progress of their
Tier 1 students .
Response to Intervention (RTI)
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Quick Reference
11
summariEs & rEflECtions Verbal-linguistic &
interpersonalSection 1
Gr. 3–� Gr. �–� I • P •G • C Assessments TechConnect Page
#
✓ ✓ I • P •G • C ■ Dry-Erase Boards ✓ 13
✓ ✓ I ■ QuickWrite✱ ✓ 1�
✓ ✓ I ■ WriteAbout✱ ✓ 1�

✓ ✓ I ■ S-O-S Summary ✱ 1�
✓ ✓ I ■ 3-2-1 Summarizer✱ 22
✓ ✓ I ■ My Opinions Journal ✓ 2�
✓ I ■ My Textbook Page ✓ 2�
✓ G• I ■ FactStorming ✓ 32
✱ Can be used as
Exit Cards
I–Individual
P–Partner
C–Whole Class
G–Small Group
lists, Charts, and GraphiC orGanizErs logical-
MatheMaticalSection 2
#
✓ ✓ I ■ My Top Ten List ✱ 3�

✓ ✓ I • P •G ■ Matrix �1
✓ ✓ I ■ Noting What I’ve Learned ��
✓ ✓ I • P •G ■ List-Group-Label (LGL) ��
✓ ✓ I • P •G ■ Web Wind-Up ✓ �0
Visual rEprEsEntations of information spatial Section 3
#
✓ I ■ Picture Note Making ✱ ✓ �3
✓ ✓ I •G ■ QuickWrite/QuickDraw!✱ ��
✓ ✓ I ■ Unit Collage ✓ ��
✓ ✓ I ■ Photo Finish ✓ �3
✓ ✓ I ■ Filming the Ideas ✓ ��
✓ ✓ I ■ Flipbooks ✓ �3

✓ ✓ I ■ SmartCards ✱ ✓ ��
CollaboratiVE aCtiVitiEs Kinesthetic & interpersonalSection 4
#
✓ ✓ P ■ Turn ’n’ Talk ✓ �0
✓ P •G ■ Headline News! Summary ✓ �2
✓ ✓ C ■ Four More! ��
✓ ✓ C ■ Find Someone Who ... Review �1
✓ ✓ G•C ■ Carousel Brainstorming ✓ ��
All forms are available on the
companion CD
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T
he strategies that follow are summaries and
written reflections. Relying heavily on verbal-
linguistic skills and focusing mostly on intrapersonal
intelligence, students are asked to reflect upon their
own learning. They must reorganize information to make
meaning for themselves. Brooks and Brooks (cited in
McLaughlin & Vogt, 2000) note that from a constructivist
point of view, learning is understood as a process that
incorporates concrete experience, collaborative discourse,
and reflection. Following are eight strategies that invite
students to summarize and reflect after their learning

experiences.
Summaries and
Reflections
Section 1
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1. If you have a class set of dry-erase boards, have
two students pass one out to each classmate . This
assigned job can rotate and can include collecting
them at the end of the day and, occasionally, cleaning
them of any remaining ink .
2. As students record and illustrate on the boards,
pass among the desks, assessing student understand-
ing . You might carry a clipboard to make notes about
misconceptions or different ideas for sharing with
students at the end of the activity .
Step-by-Step
Dry-Erase Boards
Using dry-erase boards has been a standard strategy in
classrooms where teachers encour-
age consistent student engagement . However, there

are many classrooms where dry-erase boards sit on
shelves or in closets gathering dust, remnants of a
forgotten, or underused, technique for energizing
classrooms . Let me share an important reason for
digging them out and dusting them off .
Assessment is immediate with the use of a
dry-erase board . When students raise their boards
during class to offer responses to a question or
problem, you get on-the-spot information . You can
see if students are incorporating new knowledge,
and which areas, if any, are presenting confusion .
Depending upon your assessment of student under-

standing, you can instantly change the direction of
your lesson or reteach a part of it .
Dry-erase boards can be used for any subject . They are,
however, particularly useful for math,
language arts, and foreign-language review, practice,
and enrichment . See page 14 for a sample lesson in
language arts .
The dry-erase board is flexible and ideal for
use in a differentiated classroom . Among the myriad
tasks you can design for dry-erase boards are answer-
ing questions, solving math problems, illustrating
concepts, generating lists, composing sketches, and
creating graphic organizers .
Whenever you feel the need to reengage your
learners, you can create a brief activity with the dry-
erase boards . You can use them from time to time
throughout the day, for short practice, or for reflection .
They can be used for warm-ups, homework review,
or guided practice . They can be used by individual
students, partners, or small groups . Visual learners are

aided by the use of images and colors . Tactile-kines-
thetic learners are supported by the physicality of writ-
ing or drawing, raising the boards, and the interactive
environment they create .
You can use the boards as “Entrance Cards,” on
which students write or draw something that makes a
connection to the previous day’s lesson . This practice is
effective in activating prior knowledge, and I’ve found it
to be highly motivating as well .
Applications
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There are many teacher stores and online distributors that sell
class sets of individual dry-erase boards or
paddle dry-erase boards (with handles for easier student

use) . Do an Internet search for “dry-erase boards” and
you’ll find thousands .
Most teachers, however, have budgetary con-
straints and find that class sets are too expensive for
them to purchase (up to $100 per set) . Instead, they
make their own . It’s easy . Go to a home improvement
store and purchase one sheet of shower board—this is
the material that is placed behind the tiles in a shower .
It comes in 8' x 4' sheets and is white and shiny . One
board costs around ten dollars . Many teachers have
reported in online blogs that if you tell the salesperson
that you are a teacher, he or she will accommodate you
by cutting the board into 12" x 12" individual boards .
After having the board cut into the smaller size,
cover the edges with duct tape . Ask your students to
bring in old clean socks to serve as erasers . You will
have to supply dry-erase pens, which can last the year,
if properly taken care of (remind students to replace
caps immediately when not in use) .
After a while, the ink leaves marks that are hard
to remove from the shower board . I found an excel-
lent idea online from a teacher who suggested treating

the boards with car wax before using them to help
keep marks from becoming permanent . There are
many products that can be used every once in a
while to completely clean the boards . The savings
incurred by making the boards yourself is worth the
occasional time you or your students will need to
clean them thoroughly .
Tips for Making Your Own Dry-Erase Boards!
This activity will encourage students to write fuller,
richer sentences.
■ First, have students write a simple sentence
on their board—for example, “Damien runs” or
“Mary studies.”
■ Then, pull one card at a time from a set of cards
with the following words written on them: How?
Where? When? With whom? Why?
■ As you pull one card at a time from the box, direct
students to erase and rewrite their sentence to
include the new information.

■ Have two or three students share their sentences after
each rewriting.
Language Arts: expanding sentences
The makers of SMART Board technology have created
a new gadget that allows for on-the-spot assessment .
These interactive clickers, or Senteos, allow the
teacher to prepare an “Ask the Audience” portion
of a lesson to instantly measure and view graphs of
student understanding .
For more info: www .smarttech .com (search: Senteo) .
Using the free Web tool SurveyMonkey to assess
students is another option . Unlike the handheld de-
vices, SurveyMonkey doesn’t provide instant access to
information . However, the results can be retrieved from
the Web site or stored for later use .
A tutorial for SurveyMonkey can be found at
http://www .surveymonkey .com/Home_Videos .aspx .
TechConnect

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1. Either midway through a lesson or at the end,
provide students with a large sticky note, an index
card, or a half-sheet of paper .

2. Advise students that they will have two (or three)
minutes to reflect on what they have just learned and
write about it .
3. State the prompt you want students to respond
to . You may pose a question, ask for a summary
Step-by-Step
QuickWrite
A QuickWrite is a brief, timed writing activity . Giving students
two or three minutes
to reflect on and summarize their learning in
writing allows them to make sense of what they
have been studying .
A series of QuickWrites can be kept in a journal, allowing
students to revisit what they have learned over time . You can
collect the journals periodically and provide written feedback to
your students .

Applications
Have students create a “TalkAbout” instead of a Quick-
Write . Using a microphone connected to a computer
and the free audio-capturing software that comes with
Windows (Start/Programs/Accessories/Entertainment/
Sound Recorder), students will record their responses
to the prompts instead of writing them . For students in
a differentiated classroom who would find it easier to
speak than to write, this option would provide an
appropriate alternative assessment .
■ For about $50, teachers can purchase a Webcam to attach
to the computer so students can videotape themselves
providing the summary.
TechConnect
of the content, require a list of steps, ask for an
analysis of the work, or request the use of specific
content-area vocabulary in a wrap-up of the topic
under study . The more specific the prompt, the
better the response .

4. Have a few students share their reflections with
the class . Alternatively, you can collect the QuickWrites
as Exit Cards .
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1. At the end of your lesson, provide a WriteAbout
sheet to students (page 18) .
(TIP: If you photocopy these pages on colored paper, they will
be easy
to find later when needed for studying.)
2. Model for the class how you would complete a
WriteAbout . Depending upon the grade of your stu-
dents, you may need to model several times . Brainstorm
key words and draw a picture to represent the main
idea .

3. Demonstrate how to write a summary using the key
words on the list . Show students how you check off the
terms as you use them and circle them in your writing .
4. Let partners talk and complete a WriteAbout together .
5. After a few practice opportunities with a partner,
students should be ready to complete a WriteAbout on
their own .
6. Collect this assessment and provide feedback to
students . Provide a simple check or check-plus to
indicate the individual’s level of mastery . Share with
your class what a check or check-plus means . (A
check means that you understand most of the terms
and ideas, but still have to master others. Please notice
any circles, question marks, or questions that I have
written on your paper to help guide your next steps in
learning.)
7. Plan your instruction for the next day so that it fills
any gaps in class understanding and/or includes flexible
grouping for a follow-up tiered activity .
Step-by-Step

WriteAbout
Research has shown that summarization yields some of the
greatest leaps in comprehension
and long-term retention of information (Wormeli,
2005) . A WriteAbout is a concrete tool for summa-
rization in which students use key vocabulary terms
(the language of the content area) to synthesize their
understanding in a paragraph as well as represent
key ideas graphically . Combining both verbal-linguis-
tic and spatial intelligences, this assessment tool is a
favorite of many students .
Debra Steinroder models a
WriteAbout for her fifth-grade
students using a poster-size
version of a WriteAbout.

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The WriteAbout is also a useful tool for homework . It provides
an opportunity for students to synthe-

size the key understandings of the day’s lesson .
Keep in mind, however, that this assessment is
designed for a single concept within a larger unit .
Don’t use it, for example, to see what students have
learned about the Civil War . Use it to see what they have
learned about the Underground Railroad, the advan-
tages held by the North or South, or Reconstruction
after the war .
Teachers have used the WriteAbout paragraphs
successfully with their “Expert Groups” in a Jigsaw
review activity (See Dodge, 2005 for a more detailed
explanation about the Jigsaw Activity .) Briefly, stu-
dents are assigned a Home Base Group and each
is given a different subtopic, question, reading, or
problem to complete . They then move into Expert
Groups to work with others given the same assign-
ment . There, each student completes his own Write-
About . When he/she returns to the original Home
Base Group, each Expert contributes his/her piece
to the group’s poster on the whole topic . This poster
or product represents a group assessment . To check
for individual understanding, follow up with several

short-response questions .
Applications
Using a software program like Kid Pix or the free
paint tool that comes with Windows, students can
draw the pictures, symbols, or steps . Then, using
the paint tool found in either program, they can
write their paragraph .
I n addition to the ideas on page 9, consider the following .
To support struggling learners: Duplicate the Write-
About template with the vocabulary terms already
printed on it . (Provide definitions, if you feel they are
necessary)
Tips for Tiering!
Students use A WriteAbout to help them
process the information they have been
learning in a unit on animal adaptations.
They check off the vocabulary terms and
circle them in their writing as they use
the key words in context. (This template

is available on the CD.)
TechConnect
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Draw a picture or write symbols in
this box to summarize the topic
List Key Words about the topic
❑

_____________________________________________________
__
❑
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__
❑
_____________________________________________________
__
❑
_____________________________________________________
__
❑
_____________________________________________________
__
❑
_____________________________________________________
__
❑
_____________________________________________________

__
❑
_____________________________________________________
__
❑
_____________________________________________________
__
Paragraph: Summarize your learning by using the terms above
in a paragraph about the topic.
Check off the terms as you use them. Then circle the terms in
your paragraph.
_____________________________________________________
___________________________________________
_____________________________________________________
___________________________________________
_____________________________________________________
___________________________________________
_____________________________________________________

___________________________________________
_____________________________________________________
___________________________________________
_____________________________________________________
___________________________________________
_____________________________________________________
___________________________________________
_____________________________________________________
___________________________________________
_____________________________________________________
___________________________________________
WriteAbout
_____________________________________________________
_____________________________Topic
Name
_____________________________________________________
____ Date ______________________

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S-O-S Summary

An S-O-S Summary is an assessment that can be used at any
point in a lesson .
The teacher presents a statement (S), asks the
student’s opinion (O) (whether the student agrees
or disagrees with the statement), and asks the
student to support (S) his or her opinion with
evidence . This summary can be used before or
during a unit to assess student attitudes, beliefs,
and knowledge about a topic . It can be used at
points throughout a unit or lesson to assess what
students are coming to understand about the
topic . And it can be used at the end of a unit to
see if attitudes and beliefs have been influenced
or changed as a result of new learning .

■ Read the following statement: ______________
What does it mean?
■ What’s your opinion?
Circle one: I agree I disagree
■ Support your opinion with evidence (facts, data,
reasons, examples, etc.).
S-O-S
This fifth grade student is using the S-O-S
Summary to practice writing an English Language
Arts essay on characterization—without all of
the writing. Reacting to the given statement,
she provides her opinion with brief, bulleted
responses, supporting her opinion with evidence.
(This template is available on the CD.)
25
Q
ui
ck

F
or
m
at
iv
e
A
ss
es
sm
en
ts
fo
r a
D
if

fe
re
nt
ia
te
d
C
la
ss
ro
om
©
J
ud
ith
D
od

ge
, S
ch
ol
as
tic
T
ea
ch
in
g
R
es
ou
rc
es

20
The S-O-S Summary is excellent practice for essay writing
without all of the writing . It helps students
choose a point of view and support it with evidence
presented in brief bulleted points . Teachers can
use it frequently because it requires much less
time than an essay—both to write and to assess .
The S-O-S Summary is also good practice
for students who are required to complete DBQs
(document-based questions) in social studies,
write critical-lens essays in English Language
Arts, or ponder ethical dilemmas in science .
Each of these tasks requires students to take a
stand on a particular issue and support their point
of view with evidence, facts, and examples .
Applications
I n addition to the ideas on page 9, consider the following .
To challenge advanced learners: If you have a ma-

ture class, capable of independent, critical thinking,
you can make this activity more complex . Ask half of
the class to agree with the statement and the other
half to disagree with it; have students complete an
S-O-S Summary from their assigned viewpoint .
Then hold a debate . Have the two groups stand on
opposite sides of the room with their S-O-S Summary
in hand and encourage the two sides to defend their
opinions orally by using all of the facts, data, and
examples they have written . Then, ask students to
return to their seats and write the very best argument
they can for the opposite viewpoint . This is an excellent
exercise for developing listening skills; arguing
from a particular viewpoint; and deconstructing
conflicts in literature, history, and everyday life .
Tips for Tiering!
1. Provide students with an S-O-S Summary sheet
(page 21) .
2. Write a statement (not a question!) on the board
for students to copy . This activity works best when the
statement is one which can be argued from two points

of view (see sample statements in box below) .
3. Give students five minutes to agree or disagree
with the statement by listing facts, data, reasons,
examples, and so on that they have learned from class
discussion, reading, or media presentations .
4. Collect the S-O-S Summary sheet to assess
student understanding .
5. Make decisions about the next day’s instruction .
Step-by-Step
■ The main character is a hero.
■ Recycling is not necessary in our community.
■ If you are young, it’s not important to have good
health habits.
■ The city is the best place to live.
■ The Industrial Revolution produced only positive

effects on society.
■ You don’t need to know math to live comfortably
in the world.
Sample Statements
25 Q
uick Form
ative A
ssessm
ents for a D
ifferentiated C
lassroom
©
Judith D
odge, Scholastic T
eaching R
esources

21
■
■
■
■ S-O-S Summary
Read the following
statement:____________________________________________
__________________
_____________________________________________________
_______________________________________________
_____________________________________________________
_______________________________________________
What does it
mean?_______________________________________________
_________________________

_____________________________________________________
_______________________________________________
_____________________________________________________
_______________________________________________
What’s your opinion? Circle one: I agree I disagree
Support your opinion with evidence (facts, reasons, examples,
etc.).
■
■
■
Name
_____________________________________________________
____ Date ______________________
Read the following
statement:____________________________________________
__________________

_____________________________________________________
_______________________________________________
_____________________________________________________
_______________________________________________
What does it
mean?_______________________________________________
_________________________
_____________________________________________________
_______________________________________________
_____________________________________________________
_______________________________________________
What’s your opinion? Circle one: I agree I disagree
Support your opinion with evidence (facts, reasons, examples,
etc.).
■
■

■
Name
_____________________________________________________
___ Date ______________________
✁
25
Q
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ck
F
or
m
at
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ch
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R
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NOTES/Classroom Assessments and Grading That Work.pdf
Classroom Assessment and Grading
That Work
One Day Overview
Author: Robert J. Marzano

Presenter:
B. McGarvey
Marzano Research Lab
[email protected]
January, 2009
Source Authors: Robert Marzano and Debra
Pickering
© 2009 Marzano Research Lab. All Rights
Reserved. 1
1
Classroom Assessment & Grading
From Research to Practice
2Resources
Designing

& Assessing
Educational
Objectives
Applying the New Taxonomy
Robert J. Marzano
John S. Kendall
Nature of Knowledge
& Learning
Assessment & Grading
3
1. If changes in classroom formative assessment and grading are
going to work and be sustained, all aspects of the system of
curriculum, instruction, and assessment must work together.
2. The flaws in the present system are significant
and they profoundly influence students.
3. There is a compelling body of research, as well as
massive anecdotal evidence, that support changing

formative assessment & grading practices to
significantly enhance students’ learning.
4. It is possible, and feasible, to gradually change our
classroom formative assessment and grading practices.
LEARNING GOALS: “Understandings”
Participants will increase understanding of the following:
4
6. To track student learning on academic
topics
LEARNING GOALS: “Skills”
Participants will increase their ability:
7. To provide students with a clear picture of
their progress on specific learning goals
and how they might improve
5. To identify academic topics
8. To use a grading scale that provides

consistent feedback and encourages
students to improve.
5
I. INTRODUCTION:
ŹWelcome - Outcomes ‘n Agenda
ŹPrime-the-Pump!
II. CREATING DISEQUILIBRIUM!
ŹFlaws in the Current System
ŹThe Research on Feedback
ŹAccountability in Education
Why
Change?
II. TRACKING STUDENT PROGRESS
ŹAbout Learning Goals
ŹCharting Progress
ŹSeparating out Academic and Non-Academic Feedback

What
Changes?
6
III. UNPACKING the STANDARDS (A new format!!)
ŹMeasurement Topics
- In a Scoring Scale Format
- From Points & Percentages to Rubrics
THIS ALL ORGANIZES THE CURRICULUM
IN A SCORING SCALE FORMAT….
clear and useful!
What
Changes?
☺

Pickering
Reserved. 2
7
IV. GRADING PRACTICES…..Formative Feedback
ŹAssigning Topic Grades
ŹAssigning Final Grades for Academic Topics
and Non-Academic Factors
ŹAbout Averaging….About Zeroes!
ŹReporting Out
Progress Reports….Report Cards…Transcripts
ŹPolicy Work
What
Changes?
V. CLOSING:

ŹReflecting on the Days
- Insights - Questions - Next Steps
8
Why
Do We Need
to Make Changes?
Creating Disequilibrium!
1. Flaws in the current Grading System
Three areas that underscore the need to change our feedback
system:
2. The Research on Effective Feedback
3. Accountability in Education
10
FLAWS IN THE
CURRENT

SYSTEM
11
“GRADES” – From the Students’ Point of View
MIDDLE SCHOOL GIRL: I’d like the report cards to be, like,
so
if you let’s say out of the 9 weeks that we were doing it before
we
get our report card; we’re working on this one certain thing in
math and we get let’s say a “D” and then we get a “C” a “B”
and
an “A”. And then on the report card, I think we should get our
best
grade.
HIGH SCHOOL GIRL: I have photography class and I have
taken
it for three years and I took it again. And I have an “A+” in
that
class and I know nothing. I have never done anything. I don’t
show him any work. He gave me an “A”. We just talk all the
time
and I don’t think it is fair ‘cause other kids, like, do stuff and

they
don’t get a good grade or anything and I feel bad. Then I have
an
English class where I turn in all my work and I don’t have a
good
grade at all. And she just, like, – it goes on favorites with her.
If
you’re her favorite, she’ll give you an “A”. If you’re not, she
won’t pass you or whatever.
12
PARENT: Recently we got a letter from the results of the
“turnover
testing” that the kids have to take. And it said that they were
congratulating my husband and I on my son being the third
smartest or
most intelligent child in his age group for the nation. And yet
when I
look at my son’s report card he’s an average - there are average
grades
– C’s a few B’s
HIGH SCHOOL BOY: Say a math teacher teaches you just how
to do a

problem, then he’ll give you a homework set with those
problems on ‘em.
You have to, like, go home and do it and then the next day he
comes and
grades you. And you just have one night to listen, and maybe
you didn’t
understand it, or you need more help, and there wasn’t enough
class
time. And you try to go home and do the problem; you can’t,
and then,
the next day have to turn it in and they grade it and they count
you off
‘cause you didn’t know how to do it or you are just practicing
and but
then you may start to get it later on, but then, you got a bad
grade on it
the first time you did it and maybe now you got a good grade
but it still
lowers it down because the first time you may not have known
what you
were doing

Pickering
Reserved. 3
13
MIDDLE SCHOOL GIRL: Well, when I get a “D” on my
report card, sometimes I get scared ‘cause it’s, like, well, what
am I going to do. What is it that I am doing wrong. And then I
try to figure out what I am doing wrong so I can improve on it.
ELEMENTARY BOY: I think it would be good if they gave us
two grades because we want to know if we’re smart in class and
we want to know if we’re doing good in class.
HIGH SCHOOL BOY: I think that the teachers should spend
more time on one lab instead of trying to move so fast. I think
basically their goal is not to teach sometimes their goal is to
just
get the book or get whatever you are going through done.
(Interviewer: What do you wish they would do different?)
Slow
down! And, like, make sure each kid knows what they’re doing.
And like, put more into the class or just put more into each

student than into one big class.
14
HIGH SCHOOL GIRL: I don’t think my report card grades were
fair at all because I had to miss some school for a family
problem
and I would still get in all the work and stuff and they
didn’t…they
wouldn’t…they’d give me, like, a really bad grade and I would
show
them and tell them what was going on and they didn’t seem to,
like,
give any affection to whatever, you are like any other student
and you
can just turn it in and it doesn’t matter what is happening.
ELEMENTARY BOY: In art, where I’d be trying my best, and
she
was just giving me C’s and D minuses and stuff. And, I didn’t
know
what she wanted me to do ‘cause I was just trying as hard as I
could.
Then, the last semester, she gave me one C and two B’s.

ELEMENTARY GIRL: It depends on our attitude and our
behavior. So, they write down what they think of us. It isn’t,
like,
they just that they write down what they are supposed to. I
think it is
good that we fail because we are talking because we know they
said
be quiet and don’t talk.
15
PARENT: I think grades are very detrimental to the children. I
have kids that are, that school is very easy to and I have
children
that are in the learning handicap program. I think the comments
are very essential on the report cards, but, I think, the grades
are
very opinionated. I have had some kids come home from
school, do
no homework at all, and get an A in the class and the same, and
then another child in the same class, struggle, struggle, and
struggle, work and work and work and do poorly in the class
because of personality conflicts.
HIGH SCHOOL GIRL: A lot of times they, like, rush so hard,

like,
teach you so many things. That, like, it just blows by, like math
and
stuff. I learned Algebra and Geometry and I have no idea how
to do
it now. It’s…I learned it back then and got a good grade. But,
it’s…they try to put too much in and teach you too much, like,
just
to get it done for their curriculum or whatever their reasoning
is.
16
(that you see!)
in the Current Grading System
…and so…..What’s the Fix??
Activity
List the Flaws
The definition of Grading
in Standards-Based Education

Grades are FEEDBACK
to the Learner on the
degree to which he/she
has the knowledge in
standards (benchmarks,
indicators, learning
goals…etc) at a
particular point in time.
18
THE THREE
PARADIGM SHIFTS FOR GRADING
IN A STANDARDS-BASED EDUCATIONAL SYSTEM
1. Our purpose is to develop talent – not to sort and select
talent.
2. Grades as a feedback system vs a rewards/punishment
system
3. Mass customization of education vs mass production of
education

Pickering
Reserved. 4
19
Why
Do We Need
to Make Changes?
system:

21
THE RESEARCH
ON
FEEDBACK
22
John Hattie
(reviewed 7,827 studies on learning and instruction)
Conclusion… “The most powerful single
innovation that enhances achievement is
feedback. The simplest prescription for
improving education must be ‘dollops’ of
feedback.”
…reported that providing students with specific
information about their standing in terms of
particular objectives increased their
achievement by 37 percentile points.

23
9. Home Atmosphere
10. Learned Intelligence and
Prior Knowledge
11. Motivation & Interest
Student
6. Instruction
7. Classroom Management
8. Curriculum Design
Teacher
1. Guaranteed and Viable Curriculum
2. Clear Goals and Effective Feedback

3. Parent & Community Involvement
4. Safe & Orderly Climate
5. Staff Collegiality & Professionalism
School
WHAT WORKS IN SCHOOLSFactors That Influence
LEARNING
24
Identifying similarities and differences
Summarizing and note taking
Reinforcing effort and providing recognition
Homework and practice
Nonlinguistic representations
Cooperative learning

Setting objectives and providing feedback
Generating and testing hypotheses
Cues, questions, and advance organizers
Instructional Strategies That Influence
LEARNING
Pickering
Reserved. 5
25
1. Feedback should be “corrective” in
nature.
2. Feedback should be timely.
3. Feedback should be specific to a

criterion.
4. Students can effectively provide their
own feedback.
Generalizations from the Research
on “Providing Feedback”
26
%
ile
im
pr
ov
em
en
t i
nc
re

as
e
0
20
80
100
40
60
Starting percentile
50th
Starting percentile
50th
Teacher
assessment
effectiveness

Student
Achievement
Increase of 34%ile
to 84%ile 13%ile increase
to 63%ile
Impact of improving……………….
classroom assessment effectiveness
27
%
ile
im
pr
ov
em
en
t i

nc
re
as
e
0
20
80
100
40
60
Starting percentile
50th
Starting percentile
50th

Teacher
assessment
effectiveness
Student
Achievement
28%ile increase
to 78%ile
Increase to
99th
percentile
Impact of improving……………….
classroom assessment effectiveness
28
Like most things in education, classroom assessment enhances
student achievement under certain conditions only (Marzano)
# 1. Feedback from classroom assessments should provide

students
with a clear picture of: - their progress on learning goals, and
- how they might improve
# 2. Feedback from classroom assessment should encourage
students to improve.
# 3. Classroom assessment should be formative in nature.
# 4. Formative classroom assessments should be quite
frequent.
The Conditions (hmm – criteria):
29
Feedback from classroom assessments should
provide students with a clear picture of:
- their progress on learning goals, and

Condition # 1
30
# of studies Characteristic of Feedback from
Classroom Assessment
Percentile
Gain/Loss
6 Right/wrong -3
39 Provide correct answers 8.5
30 Criteria understood by
student vs. not understood
16
9 Explain 20
4 Student reassessed until
correct

20
Bangert-Drowns, Kulik, Kulik, & Morgan, 1991
Which Assessment/Feedback works Best?
Pickering
Reserved. 6
31
Percentile
Gain/Loss
89 Displaying results
graphically

26
49 Evaluation by rule
[uniform way of interpreting
results of classroom
assessments using a tight
logic)
3249 Evaluation
by Rule
32
Fuchs & Fuchs 1988
Uniform way of interpreting results of
classroom assessments using a tight logic
32

Failure avoidant
Feels controlled
by external
forces
Success oriented
Believes success
results from
effort.
Feedback from classroom
assessments should
encourage students to
improve.
Condition # 2
33
FormativeFrequent

Condition # 3 Condition # 4
34
Formative assessments are defined as
any activity that can be used to
“provide information to be used
as feedback to modify the
teaching and learning activities in
which [students’] engage.”
(Black and William as quoted in Marzano)
35
Why
Do We Need
to Make Changes?

system:
Pickering
Reserved. 7
37
ACCOUNTABILITY
IN EDUCATION
38
Complex
Reasoning
Standards

Exit
Outcomes
Content
Standards
In our schools, students are:
with this content
knowledge
to practice getting better at these
life-long learning habits
doing these kinds
of things
Un
its
of
Stu
dy Effective Communicator

Collaborative Worker
Involved Citizen
Quality Producer
Complex Thinker
Knowledgeable Person
Self-directed Learner
What Do We Want Our Students to Know, Be Able To Do, and
Be Like?
39
Complex
Reasoning
Standards
Content
Standards
Life-long
Learning
Standards
Evid
ence

Of
Stud
ent
Lea
rnin
g
© 1995, B. McGarvey, South Portland, Maine
40
Complex
Reasoning
Standards
Content
Standards
Life-long
Learning
Standards

Evid
ence
Of
Stud
ent
Lea
rnin
g
© 1995, B. McGarvey, South Portland, Maine
Basic Literacy……………..In-depth Understanding
Sources
of Evidence
(data)??
ASSESSING STUDENT LEARNING

DISTRICT
ASSESSMENTS
• Screenings
• Standardized Tests
• Performance
Assessments and
Demonstrations
STATE
ASSESSMENT
• MEA
CLASSROOM
ASSESSMENTS
• Products
• Performances
• Portfolio
• Tests, Quizzes
• Observations
41
What Changes
Do We Need

to Make?
42
A G
rad
ual
Tra
nsfo
rma
tion
Use Formative
Assessment to
Monitor and
Encourage
Student
Learning
Establish Grading
Practices

(Policies) that
Accurately
Reflect Student
Learning
Continuously
Monitor Student
Learning and
Adjust Learning
Experiences
Accordingly
Align Reporting
Forms &
Procedures to
the Grading
Practices
Step 1

Step 2
Step 3
Step 4The Changes!
Pickering
Reserved. 8
43
Use Formative
Assessment to
Monitor and
Encourage
Student
Learning
Establish Grading

Practices
(Policies) that
Accurately
Reflect Student
Learning
Continuously
Monitor Student
Learning and
Adjust Learning
Experiences
Accordingly
Align Reporting
Forms &
Procedures to
the Grading
Practices

Step 1
Step 2
Step 3
Step 4
Track
Learning
Goals
Formative
Feedback
Grading
Policies
Report
Card
(etc)
A G
rad

ual
Tra
nsfo
rma
tion
The Changes!
44
TRACK
STUDENT PROGRESS
on Learning Goals!
45
Setting specific goals for student
achievement and then tracking
progress regarding those goals is
one of the most powerful actions a
teacher, school, or district can take.

Marzano on:
Setting Specific Goals + Tracking Progress
46
First….
About Learning Goals
We
did
thi
s y
este
rda
y!
47
TRACK
STUDENT PROGRESS

on Learning Goals!
48
Se
e f
ul
l s
iz
ed
pa
ge
at
th
e e
nd
of
y

ou
r p
ac
ke
t.
Pickering
Reserved. 9
49
Se
e f
ul
l s

iz
ed
pa
ge
at
th
e e
nd
of
y
ou
r p
ac
ke
t.
50

4 I have everything described in level 3, AND I go beyond what
was directly taught in class.
3 I have all the simple information, AND I have no major errors
on the complex knowledge directly taught in class.
2 I have the simple, yet important information, BUT I have
major errors on the more complex knowledge.
1 I make major mistakes. I just don’t understand it yet.
Se
e f
ul
l s
iz
ed
pa
ge
at
th

e e
nd
of
y
ou
r p
ac
ke
t.
51
Se
e f
ul
l s
iz
ed

pa
ge
at
th
e e
nd
of
y
ou
r p
ac
ke
t.
52
a________________

b________________
c________________
d________________
Tracking My Own Learning
Student Name______________________ Date__________
Topic
____________________________________________________
____________________________________________________
My score at beginning:_______________ My goal:_________
by ______________
100%
80%
60%
40%

20%
0
a b c d e f g h
e________________
f_________________
g________________
h________________
Pretest 2/12 (48%)
Quiz 2/19 (60%)
Quiz 2/15 (60%)
53
D
at

e_
_9
/1
7_
D
at
e_
9/
24
_
D
at
e_
10
/1
_
D

at
e_
10
/2
0_
D
at
e_
10
/3
1_
D
at
e_
11
/1
5_

D
at
e_
__
__
__
D
at
e_
__
__
_
4
3
2

1
My Progress in Writing Process—Content and Organization
Goal
Achievement
Effort
Behavior
APP6.2
54
What are they learning? How well are
they learning?
Se
e f
ul
l s

iz
ed
pa
ge
at
th
e e
nd
of
y
ou
r p
ac
ke
t.

Pickering
Reserved. 10
55
World
Literature
Se
e f
ul
l s
iz
ed
pa
ge
at
th

e e
nd
of
y
ou
r p
ac
ke
t.
56
AP Calculus
Se
e f
ul
l s

iz
ed
pa
ge
at
th
e e
nd
of
y
ou
r p
ac
ke
t.
57

Economics
Se
e f
ul
l s
iz
ed
pa
ge
at
th
e e
nd
of
y
ou
r p

ac
ke
t.
58
Economics
Se
e f
ul
l s
iz
ed
pa
ge
at
th

e e
nd
of
y
ou
r p
ac
ke
t.
59
What are they learning? How well are
they learning?
Student Name Johnny Doe Language Art Grade so far
this quarter: C
LANGUAGE ARTS LEARNING GOAL
4-A Exceeds grade level standard 2-C Below grade level
standard

3-B Meets grade level standard 1-D Significantly below
grade level standard
0-F—Not enough worked complete to provide a score
WRITING (focus has been on persuasive writing)
1. Organizes ideas for writing 2+ (C+)
2. Edits for grammar and conventions 3- (B-)
3. Writing shows strong voice and word choice 3 (B)
READING (focus has been on short stories for fiction,
biography for non-fiction)
1. Understands and uses what is read—fiction 4 (A)
2. Understands and uses what is read—non-fiction 3- (B-)
LITERATURE (focus has been on short stories)
1. Understands characteristics of major types of literature 2+
(C+)

2. Understands literary elements such as plot, character 2 (C)
ACCESSING AND USING INFORMATION
1. Understands characteristics of information resources Not
graded this period
2. Finds, selects, organizes, and uses information Not graded
this period
WORK HABITS
4-A Consistently 2-C Inconsistently
3-B Generally 1-D Seldom
1. Gets work in on time 1 (D)
2. Follows directions 1 (D)
3. Participates in, and contributes to, class 3 (B)
4. Completes class assignments 3 (B)
5. Completes homework 1 (D)

6. Puts effort into work 2 (C)
Johnny Doe’s grade for Learning Goals -- 2.7-- (B-)
W ork Habits -- 1.8-- (C-)
Overall 2.2 --(C)
Johnny has a list of assignments, the scores on each, and the
missing work.
Se
e f
ul
l s
iz
ed
pa
ge
at
th

e e
nd
of
y
ou
r p
ac
ke
t.
60
Se
e f
ul
l s
iz
ed

pa
ge
at
th
e e
nd
of
y
ou
r p
ac
ke
t.
Pickering

Reserved. 11
Continuously Monitor Student Progress
Tracking Progress
and
Separate Academic &
Non-Academic Factors
Janie
Jamal
Josh
Students
Assignments
and
Assessments
Standard

Topics
4.04.0
2.02.02.02.02.02.04.02.04.04.03.5
3.53.5
3.02.51.53.03.02.52.53.53.02.01.0
3.53.5
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Topics
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Reading
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Janie
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Josh
Students
Assignments
and
Assessments
Standard
Topics
4.04.0

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Colonization Conflicts in Hist. Writing Org.
Janie

Jamal
Josh
Students
Assignments
and
Assessments
Standard
Topics
4.04.0
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Colonization Conflicts in Hist. Writing Org.
Coloniza
tion
Conflicts
in
History
Writing
Org.

W
ork on Tim
e
Janie
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Students
Assignments
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Assessments
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Ecosystems. Adaptation Sci. Inquiry
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Ecosystems. Adaptation Sci. Inquiry
Eco-
systems
Adapta-
tion
Science
Inquiry

W
ork on Tim
e
68
•Identify one grade level (or course) learning goal per quarter or
per
semester for each of the following subject areas: mathematic,
reading,
writing, science, and social studies.
•Construct a rubric, or other type of common scale, for each
learning
goal.
•Have teachers formally and informally assess each learning
goal at least
once every two weeks keeping track of each student’s score on
each
learning goal. (Use of appropriate computer software is highly
recommended)
•Have students keep track of their progress on each goal and use

the
data as the basis for teacher/student interactions about student
progress.
•Periodically aggregate the data by grade level. Have teachers
meet to
discuss student progress and how it might be improved.
Continuous Monitoring of Student Achievement
69
WHEN students learn something
is more important than whether
they learn it well.
WHETHER students LEARN
something WELL is more
important than when they learn
it. 70
Guaranteed & Viable
Curriculum
SCHOOL (DISTRICT) FACTOR

71
The Importance of Standards
In the recounting of our nation’s drive toward
educational reform, the last decade of [the
20th] century will undoubtedly be identified as
a time when a concentrated press for national
educational standards emerged.
Glaser and Linn (1993)
72
Okay! We are going to say it:
……there is a problem with standards!
It’s the biggest
elephant in the
room for K-12
education……

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73
Another title for this presentation
could have been…
The Most Important Thing
Districts (a state?)
Can Do Right Now
to Help Classroom
Teachers
74
The Problem with Standards:
Too much content

75
The
Guaranteed and Viable Curriculum
should identify
the essential knowledge
for the topics at each grade level
Does Yours??? 76
If you wanted to teach all of the standards in the
national documents, you would have to change
schooling from K-12 to K-22 .
• 255 standards across 14 subject areas
• 3,500 benchmarks
• @ 5 hrs/benchmark….17,500 of class time

is needed
• 13,000 hours of class time available
• 9,000 hours of instruction available
29% - 69%
77
What do we do?
Make Standards Useful
(Marzano)
Making Standards Useful:
Unpack Standards
Identify Measurement
Topics
5
5

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79
GOALS of unpacking the standards:
- to decrease the amount of content!
- to identify measurement topics
Why “measurement topics?”
80
Marzano:
“….articulating measurement topics
makes it easier to develop formative
classroom assessments. It also
clearly delineates what teachers are

to address from one grade level to
the next.”
81
“Unpacking” is an opportunity:
1. to delete content that is not considered
essential;
2. to delete content that is not amendable
to classroom assessment;
3. to combine content that is highly
related.
82
TOPIC TOPIC TOPIC
CONTENT STANDARD
• Benchmark
• Benchmark

• Benchmark
• Benchmark
Reporting Students’ Progress
Too broad
for feedback
Too many, not
feasible
83
TOPIC TOPIC TOPIC
CONTENT STANDARD LIFE SKILLS
TOPIC TOPIC
Measurement topics need to include life skills (e.g.,
participation, work completion, behavior, working in
groups).

Reporting Students’ Progress
84
Measurement Topics
(Examples)
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85
STANDARD: Reading
– Reading for Main Idea
– Word Recognition and
Vocabulary

– Literary Analysis
– Genre
Sample Language Arts Reporting Topics
STANDARD: Writing
– Research and
Information
Organization
– Drafting and Revising
– Format
– Audience and Purpose
– Word Processing
86
STANDARD:
Language

– Spelling
– Language
Mechanics
– Language
Conventions
Sample Language Arts Reporting Topics
STANDARD:
Speaking and Listening
– Oral Comprehension
– Analysis and
Evaluation of Oral
Media
– Speaking Applications
87
STANDARD:

Numbers and Operations
– Number Sense and Number
Systems
– Basic Addition and
Subtraction
– Basic Multiplication and
Division
– Operations, Computation,
and Estimation
Sample Mathematics Reporting Topics
STANDARD:
Geometry
– Lines, Angles, and
Geometric Objects
– Transformations,
Congruency, and
Similarity

88
STANDARD:
Measurement
– Measurement
Systems
– Perimeter,
Area, and
Volume
Mathematics Reporting TopicsSample Mathematics Reporting
Topics
STANDARD:
Algebra
– Basic Patterns
– Functions and
Equations

– Algebraic
Representations
and
Mathematical
Models
STANDARD:
Data Analysis
& Probability
– Data
Organization
and
Interpretation
– Probability
89
Sample Science Reporting Topics
STANDARD:

Earth & Space Science
– Atmospheric Processes
and the Water Cycle
– Composition and
Structure of the Earth
– Composition and
Structure of the
Universe and the
Earth’s Place in It
STANDARD:
Life Sciences
– Principles of Heredity and
Related Concepts
– Structure and Function of
Cells and Organisms
– Relationships Among

Organisms and Their
Physical Environment
– Biological Evolution and
Diversity of Life
90
STANDARD:
Physical Sciences
– Structure and
Properties of Matter
– Sources and Properties
of Energy
– Forces and Motion
Sample Science Reporting Topics
STANDARD:
Nature of Science
– Nature of Scientific

Inquiry
– Scientific Enterprise
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91
STANDARD:
Citizenship, Government
& Democracy
– Rights, Responsibilities,
and Participation in the
Political Process
– The U.S. and State
Constitutions

– The Civil and Criminal
Legal Systems
Sample Social Studies Reporting Topics
STANDARD:
Culture &
Cultural Diversity
– The Nature and
Influence of Culture
92
Sample Social Studies Reporting Topics
STANDARD:
Economics
– The Nature and
Function of
Economic

Systems
– Economics
Throughout the
World
– Personal
Economics
STANDARD:
History
– Significant
Individuals
and Events
– Current
Events and
the Modern
World
STANDARD:
Geography

– Spatial
Thinking the
Use of Charts,
Maps, and
Graphs
93
STANDARD:
Creative
Expression
– Elements of
Music
(Mechanics)
– Emotional
Impact
Sample Music Reporting Topics
STANDARD:

Health
Cultural
Heritage
– Music of
Cultures
– Music in
History
STANDARD:
Criticism &
Aesthetics
– Quality of
Musical
Works
– Personal
Preferences
94
STANDARD:

Creative
Expression
– Elements and
Principles of
Design
– Techniques &
Methods
– Relationships
Among Art
Forms
– Personal &
Professional
Benefits
Sample Art Reporting Topics
STANDARD:
Health

Cultural
Heritage
– Art History
– Art in
Cultures
STANDARD:
Criticism &
Aesthetics
– Characteristics
& Merits of Art
– Personal
Preferences
95
STANDARD:
Person-to-Person
Communication

– Informal Communication
Strategies
– Formal Communication
Strategies
–
Sample Foreign Language Reporting Topics
STANDARD:
Reading,
Listening, Viewing
– Comprehension
96
STANDARD:
Oral & Written
Presentations
–

Comprehensibility
Sample Foreign Language Reporting Topics
STANDARD:
Workings
of Language
– Language
Control
– Vocabulary
STANDARD:
Cultural
Practices,
Products,
Perspectives
– Cultural
Practices &
Perspectives

– Cultural
Connections
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97
STANDARD:
Health Promotion &
Disease Prevention
– Components of Health
– Health Problems
– Influences on Health
Sample Health Reporting Topics
STANDARD: Health

Information,
Services &
Products
– Identifying Resources
– Evaluating Resources
– Accessing Resources
98
STANDARD:
Risk Reduction
– Safety
– Coping
Strategies
Sample Health Reporting Topics
STANDARD:
Communication
Skills

– Listening
Strategies
– Self-Expression
Strategies
– Conflict
Resolution
Strategies
STANDARD:
Wellness
Planning
– Self-
Assessment
– Decision-
Making
– Goal-Setting
99
STANDARD:

Life Skills
– Participation
– Work Completion
– Behavior
– Working in Groups
Sample Life Skills Reporting Topics
100
MEASUREMENT
TOPICS IN SCORING
SCALE FORMAT
(Make Them Useful!)
5 SIMPLE (but important) KNOWLEDGE
5 COMPLEX KNOWLEDGE

101
Your Topic of Study _________________
List the knowledge that you want students
to get as a result of the activities in this
unit of study.
102
Your Topic of Study _________________
COMPLEX
Knowledge
for this topic
SIMPLE,
but Important
Knowledge
for this topic

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103
TOPIC of study for a particular grade
Complex
Knowledge
for this topic
Simple, but
Important
Knowledge
for this topic
Knows:

Terms and Details
Understands:
Organizing Ideas
(generalizations, concepts,
principles)
104
TOPIC: American Civil War
Complex
Knowledge
for this topic
Simple, but
Important
Knowledge
for this topic
An understanding of:
- Civil wars can be the cruelest wars because every

victory may also be a self-inflicted wound.
- Civil wars can leave scars that influence all
aspects of the society (political, social/cultural,
economic).
• Recognize and recall basic terms such as:
Civil War, Emancipation Proclamation, Robert E. Lee,
Ulysses S. Grant; union, rebels, Gettysburg
• Recognize/recall isolated details such as:
- The American Civil War was fought from 1861…
- The major causes were…
Grade 8
105
TOPIC: Atmospheric Processes & Water Cycle
Complex
Knowledge

for this topic
Simple, but
Important
Knowledge
for this topic
An understanding of:
- How the water cycle processes (condensation, precipitation,
surface run-off, percolation, evaporation) impact climate
changes
- The effects of temperature & pressure in different layers of
Earth’s atmosphere
climactic patterns, atmospheric layers, stratosphere,
troposphere
• Recognize/recall isolated details such as:
- Precipitation is one of the processes of the water
cycle

- The troposphere is one of the lowest portions of the
earth’s atmosphere
Gr. 8
106
TOPIC of study for a particular grade
Complex
Knowledge
for this topic
Simple, but
Important
Knowledge
for this topic
Knows:
Terms and Details

(related to the skills & processes)
Is able to:
Skills and Processes
(psychomotor and mental)
107
TOPIC: Accessing Information
Complex
Knowledge
for this topic
Simple, but
Important
Knowledge
for this topic
Is skilled at:
- Searching Internet using keywords in a Google search—

focus on narrowing search
Internet, Google, keywords, search
Grade 8
108
TOPIC: Map Reading
Complex
Knowledge
for this topic
Simple, but
Important
Knowledge
for this topic
Is be skilled at:
- Reading and interpreting symbols

topographical map, map legend or map key, symbols…..
Grade 5
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109
TOPIC: Work Completion
Complex
Knowledge
for this topic
Simple, but
Important
Knowledge

for this topic
Is be skilled at:
- Handing in assignments that meet format requirements
- Developing and implementing basic time-management
plans for assignments
- Completing assignments on time and providing acceptable
explanations when assignments are not handed in on time.
• Recognize and recall basic details such
as:
- Knows the format requirements for assignments
- Knows the elements of basic time-management plans
- Knows deadlines for assignments
Grades 6 - 8
110
MARZANO’S
GENERIC SCALE

111
4
3
2
1
0
A generic scale
for measurement topics
The student’s responses
demonstrate no major errors or
omissions regarding any of the
complex information and/or
processes
THAT WERE
EXPLICITY TAUGHT

3
112
4
3
The student’s responses demonstrate no major errors or
omissions
regarding any of the information and/or processes
2
1
0
The student’s responses indicate
major errors or omissions regarding
the more complex ideas and
processes; however they do not
indicate major errors or omissions
relative to the simpler details and
processes THAT WERE

EXPLICITLY TAUGHT
A generic scale
2
113
4
3
omissions
2
The student’s responses indicate major errors or omissions
regarding the more complex ideas and processes; however they
do
not indicate major errors or omissions relative to the simpler
details and processes
1

0
The student provides responses
that indicate a distinct lack of
understanding of the knowledge.
However, with help, the student
demonstrates partial
understanding of some of the
knowledge
A generic scale
1
114
4
3
2

1
The student provides responses that indicate a distinct lack of
understanding of the knowledge. However, with help, the
student
demonstrates partial understanding of some of the knowledge
0
The student provides little or no
response. Even with help the
student does not exhibit a partial
understanding of the knowledge
A generic scale
0
Pickering

Reserved. 20
115
4
3
omissions
2
The student’s responses indicate major errors or omissions
regarding the more complex ideas and processes; however they
do
not indicate major errors or omissions relative to the simpler
details and processes
1
0
In addition to exhibiting level 3
performance, the student’s

responses demonstrate in-depth
inferences and applications that go
beyond what was taught in class
A generic scale
4
116
Even with help, no understanding or skill demonstrated.
With help, a partial knowledge of some of the simpler
and complex details and processes
No major errors or omissions regarding the SIMPLER
details and processes that were explicitly taught, BUT major
errors or omissions regarding the more COMPLEX ideas
and processes
No major errors or omissions regarding any of the
information and/or processes (SIMPLER OR
COMPLEX) that were explicitly taught

In addition to exhibiting level 3 performance, in-depth
inferences and applications in situations that GO
BEYOND what was taught in class.
0
1
2
3
4
Generic SCALE for Measurement Topics
117
Patterns of Responses
• Student answers Level 2 items correctly,
but not Level 3 and Level 4 items.
• Student answers Level 2 and Level 3 items
correctly, but not Level 4 items.

• Student misses all items,
but with help can answer some correctly.
• Students misses all items even when helped.
Score
2
3
1
0 118
The complete scale allows for
half-point scores
(3.5, 2.5, 1.5, .5)
Building the Complete Scale
119
.5 With help, a partial knowledge of some of the simpler details

and processes but not of the
more complex ideas and processes.
1.5 Partial knowledge of the simpler details and processes, but
major errors or omissions
regarding the more complex ideas and processes.
2.5 No major errors or omissions regarding any of the simpler
information and/or processes and
partial knowledge of the more complex information and
processes.
3.5 In addition to exhibiting level 3 performance, partial
success at in-depth inferences and
applications that go beyond what was taught in class.
Even with help, no understanding or skill demonstrated.0
With help, a partial knowledge of some of the simpler and
complex details and
processes.

1
No major errors or omissions regarding the SIMPLER details
and processes BUT
major errors or omissions regarding the more COMPLEX ideas
and processes
2
No major errors or omissions regarding any of the information
and/or processes
(SIMPLER OR COMPLEX) that were explicitly taught
3
In addition to exhibiting level 3 performance, in-depth
inferences and applications
in situations that GO BEYOND what was taught in class.
4
SCALE Format for Measurement Topics
Se

e f
ul
l s
iz
ed
pa
ge
at
th
e e
nd
of
y
ou
r p
ac
ke

t.
120
• You then create assessment items for:
Level 2 Important but Simpler,
Level 3 Important and relatively Complex, AND
Level 4 Use of Knowledge in Novel Situations
Item Response Theory
“A Scale That Measures Learning Over Time”
• For each topic, you identify the knowledge for:
Level 3 Important and relatively Complex
Level 2 Important but Simpler
This means that……..

Pickering
Reserved. 21
121
•Identify one grade level (or course) learning goal per quarter or
per
semester for each of the following subject areas: mathematic,
reading,
writing, science, and social studies.
•Construct a rubric, or other type of common scale, for each
learning
goal.
•Have teachers formally and informally assess each learning
goal at least
once every two weeks keeping track of each student’s score on
each
learning goal. (Use of appropriate computer software is highly

recommended)
•Have students keep track of their progress on each goal and use
the
data as the basis for teacher/student interactions about student
progress.
•Periodically aggregate the data by grade level. Have teachers
meet to
discuss student progress and how it might be improved.
Continuous Monitoring of Student Achievement
AND, Adjusting Learning (Instruction)
122
and
Adjust Learning Experiences Accordingly
• Grouping and regrouping within the classroom and
systemically
• Support Classes– double dipping

• Take Responsibility – “ability to respond”
• “Re-teaching” blocks of time”
•????????????
Fro
nt-
loa
d t
he
Int
erv
ent
ion
s!
123
What Changes
Do We Need

to Make?
124
A G
rad
ual
Tra
nsfo
rma
tion
Use Formative
Assessment to
Monitor and
Encourage
Student
Learning
Establish Grading
Practices

Step 2
Step 3
Step 4The Changes!
125
Use Formative
Assessment to
Monitor and
Encourage
Student
Learning
Establish Grading
Practices
(Policies) that
Accurately
Reflect Student
Learning

Continuously
Monitor Student
Learning and
Adjust Learning
Experiences
Accordingly
Align Reporting
Forms &
Procedures to
the Grading
Practices
Step 1
Step 2
Step 3
Step 4

Track
Learning
Goals
Formative
Feedback
Grading
Policies
Report
Card
(etc)
A G
rad
ual
Tra
nsfo
rma
tion

The Changes!
126
Use FORMATIVE FEEDBACK
to monitor and encourage student learning
Pickering
Reserved. 22
127
Like most things in
education, classroom
assessment enhances
student achievement
under certain conditions
only (Marzano)

Remember!
128
The Conditions (hmm – criteria):
Feedback from classroom assessments should provide
students with a clear picture of: - their progress on
learning goals, - how they might improve
1.
Feedback from classroom assessment should
encourage students to improve.
2.
Classroom assessment should be formative in nature.3.
Formative classroom assessments should be quite
frequent.
4.
129

Condition # 1
130
Establish
Measurement Topics
(specific learning
goals!)

Use a scoring scale
with tight logic
(“Evaluation by rule”)
to provide formative feedback
to students
131
Percentile
Gain/Loss
6 Right/wrong -3
39 Provide correct answers 8.5
30 Criteria understood by
student vs. not understood
16

9 Explain 20
4 Student reassessed until
correct
20
Bangert-Drowns, Kulik, Kulik, & Morgan, 1991
132
Percentile
Gain/Loss
89 Displaying results
graphically
26
49 Evaluation by rule

[uniform way of interpreting
results of classroom
assessments using a tight
logic)
3249 Evaluation
by Rule
32
Fuchs & Fuchs 1988
Uniform way of interpreting results of
classroom assessments using a tight logic
Pickering

Reserved. 23
133
• Establish Measurement Topics
Use Formative Assessment to Monitor
and Encourage Student Learning
•Monitor and Encourage Student
Achievement through Classroom
Formative Assessment for Each
Measurement Topic
Item Response Theory vs. Points/percentages
The Change!
134
In Search of the “True Score”
True Score = Observed Score + Error
Item Response Theory vs. Points/percentages

Step 2: Use Formative Assessment to Monitor
Remember?? Standard Error of Measure (SEM)
SAT SEM = 30
135
Total /100
+
+
A. Items 1-10
Ten items that require recall of
important but simpler content
that was explicitly taught
B. Items 11-14
Four items that ask for

application of complex content
that was explicitly taught AND in
situations similar to what was
taught.
C. Item 15-16
Two items that asks for
application in novel situations–
in situations that go beyond
what was explicitly taught
Total for section
Total for section
Total for section
136
Points/percentages
Item Response Theory
“A Scale That Measures Learning Over Time”

Step 2: Use Formative Assessment to Monitor
•Monitor and Encourage Student
Achievement through Classroom
Formative Assessment for Each
Measurement Topic
137
What Changes
Do We Need
to Make?
138
A G
rad
ual
Tra
nsfo
rma

tion
Use Formative
Assessment to
Monitor and
Encourage
Student
Learning
Establish Grading
Practices
(Policies) that
Accurately
Reflect Student
Learning
Continuously
Monitor Student
Learning and
Adjust Learning

Experiences
Accordingly
Align Reporting
Forms &
Procedures to
the Grading
Practices
Step 1
Step 2
Step 3
Step 4The Changes!
Pickering

Reserved. 24
139
Use Formative
Assessment to
Monitor and
Encourage
Student
Learning
Establish Grading
Practices
(Policies) that
Accurately
Reflect Student
Learning
Continuously
Monitor Student
Learning and

Adjust Learning
Experiences
Accordingly
Align Reporting
Forms &
Procedures to
the Grading
Practices
Step 1
Step 2
Step 3
Step 4
Track
Learning
Goals

Formative
Feedback
Grading
Policies
Report
Card
(etc)
A G
rad
ual
Tra
nsfo
rma
tion
The Changes!
140

GRADING PRACTICES
(Formative
Feedback)
141
Making Standards
UsefulAssigning FINAL
SCORES
for TOPICS
142
Assessment
Assessment
Assessment
Assessment
Topic:

1. Average
4
The Research “Test”
What is the degree to
which this practice:
Encourages students
to learn?
Supports that
mistakes are inherent
in the learning
process?
Supports students
learning in different
timeframes
143
Assessment

Assessment
Assessment
Assessment
Topic:
2. Weighted Average
5
X 2
Encourages students
to learn?
Supports that

in the learning
process?
Supports students
timeframes
144
Topic:
3. Assessment Event
Assignment/Assessment
X 0
X 0

X 0
X 0
Assessment Event
Encourages students
to learn?
Supports that
in the learning
process?
Supports students
timeframes

Pickering
Reserved. 25
145
Assessment
Assessment
Assessment
Assessment
Topic:
4. Trend Score (Power Law)
146
Power Law
0

10
20
30
40
50
60
70
80
90
100
1 rep 10
reps
20
reps
100
reps
1000
reps
2000

reps
3000
reps
4000
reps
learning
147
In Search of the “True Score”
Observed Score = True Score + Error
Remember? Standard Error of Measure (SEM)
SAT SEM = 30 148
Power Law
3
2.5

2
1.5
1
.5
0
Pre-Test Score 2 Score 3 Score 4 Score 5 Score 6
Post-Test
Average Score = 1.64
Learning Trend = 2.21
.71
1.24
1.55
1.78
1.94

2.08
2.21
Mode = 1.5
1 1 1.5 1.5 1.52 3ObservedScore
149
2.0 3.0 2.0
1.5 2.0 1.0
2.0 2.0 1.5
3.0 2.5 2.0
2.5 3.0 2.0
3.0 2.0 2.5
3.0 3.0 3.0
2.5 2.5 3.0
3.0 3.0 3.5
3.0 3.0 3.0
Topic Scores for Three Students
Student 1 Student 2 Student 3

Average
T
op
ic
S
co
re
s
Trend Score
150
Topic:
4. Trend Score (Power Law)
Assessment
Assessment
Assessment

Assessment
Encourages students
to learn?
Supports that
in the learning
process?
Supports students
timeframes
Pickering

Reserved. 26
151
Assessment 2.5
Assessment 3.0
Topic:
5. Growing Preponderance of Evidence
Assessment 2.0
Assessment 3.0
Assessment 1.5
152
1.0
Student #1

1.5
2.0
2.5
3.0
3.5
3.5
7 assessments
153
2.5
Student #2
3.0
3 assessments
3.5

154
3.5
Student #3
4.0
2 assessments
155
Marzano:
“For any given student you use…
as many or as few assessments as
are needed to make a valid and
reliable judgment.”
156
Topic:
5. Preponderance of Evidence

Assessment 2.5
Assessment 3.0
Assessment 2.0
Assessment 3.0
Assessment 1.5
Encourages students
to learn?
Supports that
in the learning
process?
Supports students

timeframes
Pickering
Reserved. 27
157
Who decides which method is used to
determine FINAL SCORES for TOPICS?
• Individual teachers?
• School policy?
• District policy?
Decision Time!
158

Making Standards
UsefulAssigning
FINAL Course
or Subject Grade
159
Making Standards
Useful
Two Approaches
Compensatory
approach
Conjunctive
approach
160
Making Standards
Useful
Assigning FINAL Course or Subject

Grade
Compensatory Approach
Performance on one measurement topic
can compensate for performance
on another.
161
“..…Isolated overall letter grades (or overall
percentage scores or even average rubric scores) are
extremely deficient because they cannot provide the
level of detailed feedback necessary TO ENHANCE
STUDENT LEARNING. This inherent weakness of
overall or omnibus grades and scores has been
recognized and discussed by a number of assessment
experts.
—Marzano’s Classroom Assessment & Grading That Work
My emphasis here!
“….An overall grade is relatively meaningless from a

measurement perspective. However, overall grades
will probably be the norm in most schools for some
time to come.”
162
32.512n/aTOTALS
3.513.5Behavior
2.512.5Participation
2.512.5Work completion
2.012.0Patterns & functions
6.023.0Problem-solving
1.511.5Measurement
5.022.5Central tendency & dispersion
2.512.5Data analysis & distributions
7.023.5Probability

Quality
Points
WeightFinal
Topic Score
Measurement
Topic
The Weighted Average
32.5 divided by 12 = 2.71 (the student’s summary score)
Pickering
Reserved. 28
163

3.00 - 4.00 = A
2.50 - 2.99 = B
2.00 - 2.49 = C
1.50 - 1.99 = D
Below 1.50 = F
Jus
t a
n e
xam
ple
!
Converting Scaled Scores to Letter Grades
164
3.00 - 4.00 = A

3.90 - 4.00……….100
3.80 - 3.89………...99
3.70 - 3.79…………98
3.60 - 3.69………..97
3.50 - 3.59………..96
3.40 - 3.49…….….95
3.30 - 3.39…..…...94
3.20 - 3.29……..…93
3.10 - 3.19………...92
3.00 - 3.09……....91
Converting Scaled Scores
to Letter Grades and Percentages
Just an example!
165
Making Standards
Useful
Assigning FINAL Course or Subject
Grade

Conjunctive Approach
One score does not “pull up” another.
Rather, overall grades are determined
by score patterns across
the measurement topics.
166
One Example of a Conjunctive System
No topic score below 3.0
Some topic scores below 1.5
What are the pluses and minuses of this scenario?
A

B
C
D
F
Grade Score Pattern
167
Another Example of a Conjunctive System
Grade
A
B
C
D

F
No topic score below 2.5 and the majority 3.0 or above
Some topic scores below 1.0 or the majority not above 1.5
Score Pattern
What are the pluses and minuses of this scenario?
168
1. Which approach will you use to
determine final course grades?
F Compensatory approach?
F Conjunctive approach?

2. Who decides this? Individual teachers?
School policy? District policy?
Decision Time!
Pickering
Reserved. 29
169
Making Standards
UsefulAssigning FINAL SCORES
for ACADEMIC TOPICS and
NON-ACADEMIC FACTORS
Academic Grade:
Topic:

Topic:
Topic:
Topic: Average or
weighted average
Academic Grade:
Topic:
Topic:
Topic:
Topic:
Non-Academic Grade:
Investment:
Homework:
Academic Grade:

Topic:
Topic:
Topic:
Topic:
Non-Academic Grade:
Investment:
Homework:
Grade for
Class/Subject
?????
173
Some teachers will want student
performance on these factors averaged
back into the overall grade for the
subject or course; others will not.

Should this be a district or school
decision or should each teacher decide?
Decision Time!
174
Some teachers will want to be able to
take credit away from students or
lower the grade for behavioral
infractions.
Decision Time!
Pickering
Reserved. 30

175
Some teachers will want to be able to
give zeroes for work not passed in.
Decision Time! Academic Grade:
Topic:
Topic:
Topic:
Topic:
NonAcad. Grade:
Investment:
Homework:
Grade for

Class/Subject
?????
177
What Changes
Do We Need
to Make?
178
A G
rad
ual
Tra
nsfo
rma
tion
Use Formative
Assessment to
Monitor and

Encourage
Student
Learning
Establish Grading
Practices
(Policies) that
Accurately
Reflect Student
Learning
Continuously
Monitor Student
Learning and
Adjust Learning
Experiences
Accordingly
Align Reporting
Forms &

Procedures to
the Grading
Practices
Step 1
Step 2
Step 3
Step 4The Changes!
179
Use Formative
Assessment to
Monitor and
Encourage
Student
Learning
Establish Grading

ual
Tra
nsfo
rma
tion
The Changes!
180
REPORT CARDS…..
(Formative
Feedback)
Pickering
Reserved. 31

181
Janie
Jamal
Josh
Students
Assignments
and
Assessments
Standard
Topics
3.7
2.02.01.34.01.33.34.03.7
3.3
3.73.72.32.33.33.32.01.7

3.7
3.02.72.33.73.34.03.73.7
Investment
A
ss
ig
n.
1
--
10
/1
A
ss
ig
n.
2

10
/2
0
A
ss
ig
n
9
10
/2
5
A
ss
ig
n.
5

--
10
/1
A
ss
ig
n.
6
--
10
/8
A
ss
ig
n
67
10

/2
0
A
ss
ig
n
8
–
10
/2
1
Academic Assignments
Work
completion
182
Janie

Jamal
Josh
Students
Assignments
and
Assessments
Standard
Topics
3.7
2.02.01.34.01.33.34.03.7
3.3
3.73.72.32.33.33.32.01.7
3.7
3.02.72.33.73.34.03.73.7

Homework
A
ss
ig
n.
1
--
10
/1
A
ss
ig
n.
2
--
10

/7
A
ss
ig
n
3
10
/1
1
A
ss
ig
n
4
–
10
/2

0
A
ss
ig
n
9
10
/2
5
A
ss
ig
n.
5
--
10

/1
A
ss
ig
n.
6
--
10
/8
A
ss
ig
n
67
10
/2
0

A
ss
ig
n
8
–
10
/2
1
Academic Assignments
183
Se
e f
ul
l s

iz
ed
pa
ge
at
th
e e
nd
of
y
ou
r p
ac
ke
t.
184

Se
e f
ul
l s
iz
ed
pa
ge
at
th
e e
nd
of
y
ou
r p
ac

ke
t.
185
Standards Based Gradebook with Non-Achievement Factors
Se
e f
ul
l s
iz
ed
pa
ge
at
th
e e
nd

of
y
ou
r p
ac
ke
t.
186
About Action
Research with Bob
Marzano
Pickering

Reserved. 32
187
Choose the
assessment/grading
strategy to study.
ACTION RESEARCH
Choose the
unit of
instruction.
Design a pretest and
posttest for that
unit.
Administer
the
pretest.

Record the posttest
scores (along with student
demographic information).
Administer
the
posttest .
Submit all
data to your
school leader.
OR
Deliver the same unit
to two groups of students:
during one, use the strategy;
during the other, do not use the strategy
If you teach the same course/subject
to two different classes….

Deliver two different units within
the same subject area to the same
students: during one, use the strategy;
during the other, do not use the strategy
If you are a
self-contained classroom…..
and….do your own reflection (journal?) during the whole
process!!
188
Possible Focus for
ACTION RESEARCH in Assessment & Grading
- using the scoring scale format for giving students feedback
Study the effects of:
- separating out academic and non-academic feedback
- students charting their progress

- using a formative approach to feedback and final grades
Da
ta
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NOTES/note 1.pdf

Types of Classroom Assessment
The Basics of Assessment
Assessment instruments on any level serve at least one of two
purposes. One purpose can be to give an
individual some indication of actual achievement. The other
purpose is to identify trends among groups. The
information compiled from standardiz ed tests tells districts
how their students are doing in comparison to
students in similar situations around the state or nation. From
this information, districts can make decisions about
the delivery of their educational program. In the classroom,
assessments can inform the teacher about the
progress of students as a lesson proceeds and of their
achievement when instruction has concluded. In all cases,
it boils down to gathering information for making decisions.
Simple. There’s nothing mystical or magical about this,

though it seems that assessment folks often try to make it so.
Just read carefully and you’ll see how it all works.
The Basic Terms
Assessment and evaluation are two completely separate
activities. So let’s make a clear distinction between
them. We cannot ensure that you won’t see them used
interchangeably elsewhere, but our hope is that you will
have a broader perspective of this important instructional tool.
We will further break this down into two types of
assessments: formative and summative.
Assessment
Assessment, whether your version in the classroom or those
districtwide high-stakes standardiz ed versions, is
the means by which information is gathered to make a variety of
decisions. For example, a house may be

assessed in terms of siz e, building materials, location, and
number of bedrooms and bathrooms. In the
classroom you might assess a student’s skill, knowledge,
reasoning, or dispositions. When information about the
characteristics or qualities of something or someone is gathered,
that constitutes an assessment.
In school, and in your particular classroom, assessment is part
of an effective educational strategy because it
comes at the beginning (finding out what your students already
know) and at the end of instruction (determining
what has been learned as a result of the learning experience). In
your work as a teacher, there will be times when
you need information for purposes of making instructional
decisions and other times when you will need to place
an academic value on the information gathered. In either case,
good assessment is the basis for all that follows.
Evaluation

Since assessment is just the gathering of information, that’s not
the part that really bothers test takers. Rather, it’s
the next step when the assessment information (data) is
compared to some value structure. Evaluation is when
value is placed on accumulated assessment data. When a teacher
places a value (a grade) on test results, or a
tax assessor places value (in dollars) on the assessment of a
house, then evaluation has occurred. So you can
see that all evaluations include assessments, but not all
assessments necessarily include evaluations.
So, assessing and evaluating are two different activities with
different guidelines. For assessment the key point is
to gather the appropriate data for the decision that needs to be
made. For evaluation the key point is in
establishing an appropriate value structure to represent the data.
T he keys t o good evaluat ion of your st udent s’ progress:

1. Gather the appropriate data (assessment)
2. Establish an appropriate value structure to represent the
results (evaluation)
Formative and Summative Assessments: Two of the Most
Important Tools in the
Box
Though we will also discuss standardiz ed testing, our emphasis
is going to be on classroom assessments that a
teacher uses. Rather than shifting back and forth between
assessment and evaluation, we will make a useful
distinction between two types of assessments: formative and
summative.
Format ive assessment s are those data collection activities that
a teacher uses to make instructional decisions.

Don’t let the “form” in formative confuse this with meaning a
“formal” test (whatever that is). In this case we are
using data to help formulate our course of instruction. This
could be as structured as a lengthy written test given
before a lesson or unit begins to find out what your students
know. It could be that same test given to the
students midway through the lesson to see how things are
going—or even at the end but before the final test just
to see whether the students have progressed as you desired. But
it could also be a pop test here and there or
even just the questions that you ask in class to see how things
are going with the lesson. It could also be the case
that you use a checklist as you monitor student work. In all of
these cases you are using the information to make
decisions about what you need to do. No grades are assigned, no
stickers distributed, no smiley faces or frowns
on the student’s lab report. Formative assessments are the

means you use to find out how things are going so
that you can decide how to proceed. The robust use of formative
assessments, if you pay attention to the data
you collect, will be the key to providing effective learning
experiences for your students.
So, an important aspect of the assessment component of an
effective teacher’s strategy will be the consistent
use of formative assessments. Rather than plowing through
some unit of study and simply having a test
(summative assessment) at the end, a teacher who uses
formative assessments throughout instruction can
monitor the progress of the students and adjust instruction
accordingly. This is the purpose of formative
assessments.
It is important for you to understand that assessment techniques
represent skills that a teacher must develop.

Simply asking a class, “Does everybody understand?” will not
suffice for a viable formative assessment.
Students who do understand will likely answer affirmatively
while students who don’t understand may prefer not
to make that point known. No one likes to look foolish in front
of one’s peers; thus formative assessments must
be conducted in a manner that protects the student’s self-
concept.
A teacher might conduct formative assessments by asking open-
ended questions and watching to see who
responds and who does not. One might direct questions at
individual students but ask for opinions or rephrasing.
The teacher could also ask a question and, upon receiving no
response, rephrase the question as if the difficulty
had been in the original phrasing. Paper-and-pencil tests, quiz z
es, checklists, and other exercises that are
ungraded protect the selfesteem of a student among classmates

but provide the teacher with assessment data
that can clarify the instructional route to pursue either with the
group or with individuals. ï »¿
Summat ive assessment , which we might typically think of as
evaluation, is intended specifically for the purpose
of assigning a grade. There is no plan to reteach the topic based
upon the assessment results, but instead the
teacher considers the instruction for the particular topic to be
complete: students will be assessed and evaluated
for their mastery of the material, and then the class will move
on to the next topic.
When constructing summative assessments, Stiggins (2001)
recommends that teachers keep the perspective
that the real users of assessment data are the students
themselves. Merely receiving a letter or numerical grade
advises a student of the value placed on the work, but it does
not do anything to clarify the learning that has—or

has not—taken place. That is, what questions were answered
correctly? Which were incorrect? Assuming that the
information was taught because it bears some importance, what
does the student still need to learn? Keeping the
focus on students and learning as assessments are designed
represents the first step toward high-quality
assessments. So, while formative assessments are specifically
intended to inform the teacher, summative
assessments must also communicate effectively with the test
taker. And this is true as well if the assessment is
one that the teacher completes rather than the student. That is,
if the teacher—perhaps in a kindergarten setting—
uses checklists or anecdotal notes to assess students as they
work, the student still ultimately needs to know
whether they are making progress, doing things correctly, or

have mastered the lesson. The bottom line? Don’t
keep the results a secret from the people who really need to
know the results—the students.
Formative and summative assessments are indispensable aspects
of effective instruction, but clearly the aims
are different. The former is used to modify or plan instruction,
the latter for recogniz ing the level of academic
achievement a student has reached. And as you will see in
upcoming sections of this unit, assessments are not
necessarily a matter of responding in writing to questions on a
page. There are many formats that we can use,
and it will always be the case that we want to choose a format
that is suited to the task at hand and
developmentally appropriate for the student.
Formative and Summative Assessment
Format ive Assessment :

Teacher might ask questions, use observations, or a written test
Responses tell the teacher whether students are ready to move
on or if students need more instruction
Summat ive Assessment
Teacher might ask questions, use observations, or a written test
Responses used to assign a grade; there will be no reteaching
From The Educator's Field Guide. Copyright Â© 2011 by
Corwin. All Rights Reserved.
NOTES/note 2.pdf
presented by Lynne Ecenbarger
Classroom Assessments

Test = obtain a score
Assess = obtain the
“how” or “why”
behind the score
Evaluate = after
intervention, obtain
evidence that the
intervention is working
Assessment implies that
a decision will be made
and some action taken

to enhance learning.
Previous Cycle of
ClassroomTeaching/Assessment
Teach
Test
Grade
Go On
• record score
M
T
W
Th
F
• write 5 x each

• use in sentence
• workbook page/pretest
• post test
• go on
• ABC order
Cycle of Classroom Asse ssment
Pre-Asse ssments
Te ach
Ongoing/Formati ve Asse ssments
Re te ach/Enrich
Summati ve Asse ssments
Grade

Assessments are too often
viewed as autopsies
when they should be
viewed as physicals.
Like most things in education, classroom
assessment enhances student achieve-
ment under certain conditions only.
Feedback from classroom assess-
ments should provide students with
a clear picture of:
their progress on learning goals
how they might improve

ment should encourage students
to improve.
Classroom assessment should
be formative in nature.
Formative classroom assess-
ments should be quite frequent.
Robert Marzano, 2007
It has been said that
feedback is often too
little, too late, too
vague, presented in
the wrong form,
and therefore

lacking in impact.
Jensen, 1998
What is “good” classroom assessment?
• used to assess lessons’ objectives
• administered within classrooms
• administered continuously throughout the day
• used to differentiate instruction
Classroom Screening and
Progress Monitoring Tools
Based on Grade Level
Standards and Curriculum

• different from grade level screening tools such as DIBELS,
AIMS Web, etc. which are administered across the grade level
• information is used instead to differentiate Tier 1 instruction
in
individual general education classrooms
Initial
Asse
sssm
ent
and th
en Fo
rmativ
e
Asses
smen

ts (Pr
ogres
s
Monit
oring)
(3-4
x yea
r)
Look
for a
patter
n
(clust
ering)
of er

rors;
ask, “
what
do the
se
errors
in ea
ch clu
ster
have
in com
mon?
”;
then a
sk, “h
ow do

es
this c
luster
differ
from
the on
e befo
re an
d afte
r it?”
4-8
“grid the kid” by placing their name on the chart based on
assessed level of readiness; form the tiers
for small group interventions

D
es
tin
y
P
au
l
C
la
ir
e
Te
ss
S
am
B
ro

ok
e
M
as
on
E
m
ily
4-8
provide research-based instruction and interventions until the
first progress monitoring; reassess;
“regrid the kids” based on progress; readjust the intervention
groups
D
es

tin
y
P
au
l
C
la
ir
e
Te
ss
S
am
B
ro
ok

e
M
as
on
E
m
ily
• Sample the key content in the unit
• Mirror the post-assessment
• Contain a low baseline
• Align with CCSS
• Are closely tied to the content
learning objectives

• Can be efficiently scored
• Support decision-making
• Inform students of the purpose
Classroom Lesson
Pre-Assessments (before
each lesson or unit of study):
PREASSESSMENTS
Alphaboxes
Quickwrites
Ready-Set-Show
Anchor Activities
Anticipation Guides

Graphic Organizers
Tests from Textbooks
Dry Erase/Show Me/Chalk Boards
Alphaboxes
Quickwrites
Graphic Organizers
Anticipation Guides
Dictation Sentences
Running Records
TAPS
Pre-Tests/Tests from Textbooks
Teacher introduces the topic.
Students write three words or
phrases that come to mind when
they hear the topic. They write
each response in the box that the

word/phrase begins with. For
example, if the topic were “rocks”,
a student might write “igneous” in
the /i/ box, “gems” in the /g/ box,
and “minerals” in the /m/ box.
Have the students share with a
partner or in a whole-class setting.
They may only share answers that
have not already been given. Any
student that shares must be able to
explain how the word/phrase they
have listed is related to the topic.
Anticipation Guide
“From Egg to Butterfly”
agree disagree
1. The butterfly has five
stages in its life cycle.
2. The egg is the last stage.

3. Caterpillars spend five days
in the egg before hatching.
4. Caterpillars eat in-
sects for their food.
5. Caterpillars eat for about
fifteen days before form-
ing a hard shell.
6. Caterpillars change into
pupas after shedding
their outer skin.
7. The caterpillar spends
about ten days inside
a pupa.
8. Caterpillars eat while
inside the pupa.
9. There are about 20 days
in the life cycle of a butterfly.
10. An butterfly has six legs

and three body parts.
Teacher lists the objectives for the
unit ahead of time in an “Anticipation
Map”, falsifying two or three of the
objectives. Students are asked to
check whether they agree or dis-
agree with each of the statements.
The teacher could use this as a
post-assessment, as well, by pre-
senting the “Anticipation Map” at
the end of the unit and having each
student check the appropriate box
based on what they learned.
From Our Classroom Strategy Library
Anticipation Guide
All About Adolescent Literacy
www.adlit.org
Resources for Parents and Educators of Kids Grades 4—12

Name
Topic
Read each statement below. Respond in the left column whether
you agree (A) or disagree (D)
with each statement. Think about why you agree or disagree,
and be prepared to share.
Before
Reading
Agree/Disagree
Statement/Question
After
Reading
Agree/Disagree
1.
2.

3.
4.
5.
6.
7.
8.
9.
10.
free,
open-
ended
resou
rces f

rom A
dLit.o
rg
(stand
s for A
doles
cent L
iterac
y)
http://adlit.org
A Quick Write is a literacy strategy which can be used in
any content area to develop writing fluency, to build the

habit of reflection into a learning experience, and to
informally assess student thinking. The strategy asks
learners to respond in 2–10 minutes to an open-ended
question or prompt posed by the teacher. This writing
assignment can be used at the beginning, middle, or
end of a lesson. For example, students are asked to
write about what they learned, problems they encount-
ered, what they liked (or did not like) about the lesson,
how well they understood the concepts, and questions
they may have about the lesson. In content teaching, the
integration of reading and writing reinforces meaning
construction as both activities use similar processing skills.
Quickwrites in 5 Steps for students in grades K-2:
Model and rehearse with students the following 5 steps:
1. Think. (They repeat as you raise one finger.)
2. Draw a picture. (They repeat as you raise another finger.)
3. Write something. (They repeat as you raise a third finger.)

4. Write your name. (They repeat as you raise a fourth finger.)
5. Write the date. (They repeat as you raise a fifth finger.)
Facilitating Quickwrites for students in grades 3-12:
1. Remind students that they can’t stop writing until the timer
goes off and, when it does, they may finish only their last
sentence.
2. Give students exactly 1 minute to think and start everyone
together.
3. Turn the timer away from students so they will not watch
the clock.
4. Circulate, encourage, and praise.
5. Ask volunteers to share their Quickwrites and allow for
questions and positive comments.
Formative Assessment -
an Integral Part of Classroom Instruction
Weighing cows won’t make
‘em fatter, just as testing
kids won’t increase student

learning!
students are learning
• Can be spontaneous or
planned
• May be formal or informal
• Can cause critical teacher
insights into student learning
and/or misconceptions
• Require careful observation
and reflection
regarding instruction
Provides Regular Feedback!

Formative Assessments
to Inform Lesson Planning…
Everything students might SAY, DO, or
CREATE has the potential to be formative
because it can provide information about
how much they understand and helps
the teacher plan the next steps of instruction.
The line between
assessment
and instruction
should be blurred!
Don’t ever assess

unless you’re
going to take action!
Let’s take a closer look at
types of formative assessments...
During
the
Lesson
Quick, Ongoing
Assessment Ideas
3-2-1
R.A.F.T.’s

paper-pass
quickwrites
dry-erase slates
Ready-Set-Show
five questions for this answer
mindmaps and other graphic organizers
exit
slips
I Ha
ve-W
ho H
as?
Yes/No cards
“During Instruction”
Asse ssment Ide as

Pinch Cards
Obser vations
Stop-and-Jots
Masking
Note
-Taki
ng
R .A.F. T.’s
Quick write s
Re ady-Se t-Show
Exit Slips
Le arning Logs
Fi ve Que stions for this Answer
Mindmaps and other graphic organizers

3-2-1
Summ
arizer
Ready - Set - Show Ready - Set - Show
.
?
!
1/2
1/3
1/5
I’ve almost got it!
I’m lost!

I’m a bit
confused!
I could
te ach this!
Pinch Card
(check for understanding)
TIPS
(Thi
nk/In
k/Pa
ir/Sh
are)
Students write the teacher’s

question in the “Think” box.
They then write their response
in the “Ink” box. When the
teacher says “Pair”, they turn
and share their answer with a
partner. To complete this activity,
I ask the students to take a few
minutes and write the name of
their partner in the “Pair” box
and to write what their partner
shared in the “Share” box.
Formative Assessing with Learning Logs
Short, ungraded and unedited,

reflective writing in learning logs is
a venue to promote genuine consideration
of learning activities. Learning logs provide
authentic writing experiences in any content area.
Ideas for Math Journal Topics
Write 12 things that the number six means to you.
Pretend you have to explain to a new student how to
subtract numbers. Use any concept or algorithm.
Write a reaction to the lesson being studied.
Discuss how you approach a problem and solve it. Then
discuss another way to do it.
Discuss ways that a triangle and a square are alike, and

then how they are different.
“Today I discovered….”
“Something I’ve been wondering about…”
“I think fractions were discovered when…”
Items to Gather:
• wooden paint sticks
• Sharpies
Instructions:
Step 1: First start with your first stick and write start.
Step 2: Next start writing your clues and the answers
on the tip.
Step 3: Then write finish on your last stick.
Other Tips/Suggestions:
You can make all of the facts connect or make them
different like I did above. You can make it longer for
your high kids and shorter for your lower kids. Give
them a timer and have them try to beat 1 minute.
You can make any changes you desire!
Place

Value
I Have -
Who Has
After
the
Lesson
Quick, Ongoing
Assessment Ideas
3-2-1
R.A.F.T.’s
paper-pass
quickwrites

dry-erase slates
Ready-Set-Show
exit
slips
I Ha
ve-W
ho H
as?
Yes/No cards
“Af ter Instruction”
Asse ssment Ide as
Exit Slips
3-2-1- Summarizers

Snowball Fights
Paper Pass
Le arning Logs
I Have-Who Has
Foldable s
Writ ten Re sponse s
Exit Cards
Exit Cards (AKA “Ticke ts to Le ave”) are used to gather
information on student re adine ss levels, intere sts, and/
or le arning profile s.
The te acher hands out inde x cars to students at the end of
an inst ructional sequence or class period. The te acher asks
the students to re spond to a pre-de termined prompt on their
inde x cards and then turn them in as they le ave the classroom
or t ransition to another subject.
The te acher revie ws the student re sponse s and separate s
the cards into instructional groups based on pre se t criteria.

Exit Cards
•On your e xit card ...
•Explain the dif ference
be t ween simile and
me taphor. Gi ve an
e xample of e ach as
part of your e xplanation.
Exit Cards
We have begun a study
of “author ’s craf t”.
•Identif y three e xample s
of figurati ve language
used in the novel
Morning Girl by
Michael Dorris.

Exit Cards
Today you began to
le arn about decimals
and f ractions.
• List three things you le arned.
• Write at le ast one que stion
you have about decimals and/
or f ractions.
Exit Slips
www.adlit.org

Write one thing you learned today.
Name
Rate your understanding of today’s topic on a scale of 1-10.
What can you do to improve
your understanding?
Name
Describe one way that today’s lesson could be used in the real
world.
12 Digital Tools to Implement Exit Slips

3-2-1 Summarizer
3
2
1
Identify three “ah-ha’s”
from today’s lesson
about plate tectonics.
Pose two new questions you
have about plate movement.
Name one thing you
will remember forever.
3-2-1 Summarizer
Af ter re ading over my first draf t...
3 re visions I can make to improve

my draf t
2 re source s I can use to help improve
my draf t
1 thing I re ally like about my first draf t
Foldables (3-D Graphic Organizers)
“…a three-dimensional student-made (and/or teacher-
made) interactive graphic organizer based upon
a skill”. Foldables provide students with a “fast,
kinesthetic activity that helps them organize and
retain information either before, during, or after reading”.
What are Foldables?

Formative:
Assessment FOR Learning
Summative:
Assessment OF Learning
• Are like a rear view mirror
of the pre-assessment
• Contain a high ceiling
• Assess content, skills, and
strategies
• Focus on application

of knowledge to novel
situations
• Couple with trait rubrics
• Include opportunities for
personal reflections
• Can be used to calculate
gain scores
Post-Assessments: Summative Assessments:
essays, persuasive writing, and creative or
expressive writing, as well as research papers.
ents show what they have learned by

synthesizing information and explaining their
understanding of concepts and ideas.
purpose.
or use academic structures for research and/
or formal writing.
Writing-to-Demonstrate Knowledge Summative Assessments
Summative Assessments
Checklists
Debates

Products
Demonstrations
Portfolio Reviews
End of Unit Tests
Summative Essays
Performance Assessments
Knowledge Comprehension Application
• Workshee t
• Concept Map
• Quiz/Te st
• Blogging
• Diar y
• Lists
• Peer Te ach
• Show and Tell

• Summarize
• Cartoon Strip
• Flow Chart
• Illustration
• Cre ate a puzzle, game,
skit, movie, podcast,
wiki, PowerPoint
• Gi ve a speech
• Make a topographic map
• Perform a play
• Take and display a
collection of photographs
on a particular topic
• Write an e xplanation/se t
of instructions
Analysis Synthe sis Evaluation
• Conduct inve stigations
to support a vie w
• Construct a graph
• Cre ate a socio-gram
f rom a narrati ve
• Cre ate a decision-making
matrix to help make a

decision
• Prepare a report
• Write a commercial to
sell a ne w product
• Cre ate an advertisement
• Invent a machine to do a
specific task
• Write a TV show; puppe t
show
• Role Play
• De sign a ne w mone tar y
system
• Prepare and conduct a
debate
• Write a persuasi ve
speech arguing for/
against
• Evaluate the character ’s
action
• Post critical comment to
forums/blog/wiki’s/e tc.
• PBL

Bloom’s Digital Taxonomy
Create a model. Write a poem.
Write and produce a play. Create a table of contents.
Make a game. Compile a booklet.
Create a slide show. Create a radio program.
Write a book. Write a new law.
Create a video. Write a new song.
Draw a diagram. Write a biography.
Create an advertisement. Design and construct a new product.
Give a speech. Make a learning center.
Have a panel discussion. Make a dictionary.
Draw a set of blueprints. Plan a journey.
Make a relief map. Compile a portfolio of sketches.
Make a map. Write an opinion article.
Make a chart. Submit a story to a magazine.

Take a survey; interpret the results. Write an essay.
Design an experiment. Present a mock trial.
Write a computer program. Develop a display.
Create a dance. Make a simulation gamer.
Build a planetarium. Formulate a scientific theory.
Teach a lesson. Make an animated movie.
Create a political cartoon. Hold a press conference.
Write a letter to the editor. Conduct a debate.
Design a travel brochure. Write a news report.
Least Likely to Yield
Sophisticated Product
Make a diorama.
Keep a diary.
Make a collage.
Draft and circulate a petition.
Conduct an interview.
Make a list.
Create a word search.
Create a recipe.
Make a puzzle.
Make a mobile.
Make a collection of...
Create a slogan or bumper sticker.

Make a timeline.
Be a mentor.
Prepare and serve ethnic food.
Do a pantomime.
Collect and analyze water.
Develop and use a questionnaire.
Invite a speaker to class.
Work on needlepoint.
Draw a storyline.
Discuss character development.
Put together a photo album.
Most Likely to Yield Sophisticated Product
Multiple Intelligences Project Ideas
Verbal/
Linguistic
Visual/Spatial Logical/
Mathematical

Musical Interpersonal Intrapersonal Bodily/
Kinesthetic
Naturalist
Create an
audiotape
Give a
persuasive
speech
Write a poem
Write a play
or script
Write an
advertisement
Write a letter
Debate

Design a logo
Design a
brochure
Make a
diagram or
flowchart
Make a
sculpture
Create a
cartoon
or comic
Build a model
Film a video
Interpret data
Conduct an
experiment

Create an
outline
Create a
timeline
Present
statistics
Graph data
Write a jingle
Lip sync a song
Write a
song or rap
Create a
radio show
Give an
instrumental
performance

Create
sound effects
Conduct
a survey
Create a
game show
or talk show
Work on a
cooperative
project
Interview
someone
Write a
Readerʼs
Theater
Tutor a
classmate

Construct
a portfolio
Keep a journal
Express your
opinion in
different ʻvoicesʼ
Write a
narrative
Write a good
test for this
material
Act it out
Perform a
pantomime
Choreograph
a dance
Create a

videotape
Create a
sculpture
Create an
observa-
tion log
Conduct an
experiment
Collect
specimens
to represent
the material
Individual and Group Project Ideas
Artwork
portfolio
drawing
collage

comic strip
mural
clay models
illustration of a story in sequence
Oral Work
oral exam
role-playing
panel discussion
tv talk show
oral history of an event
debate
telephone interview
news report
conference with parents, teacher, other students
Other Projects
artifacts
scrapbook
model building
costume of characters or countries
crossword puzzle
mobile
flannel board story
map of a country

puppet show
advertising campaign for a product
Written Work
diary of a famous person
writing portfolio
poetry notebook
book or movie review
letter to parents, editor, tv station
original fairy tale
modern-day myth
math problem-solving logs
pen-pal letters
graphs, charts, diagrams
original recipes
pamphlet describing a disease
vacation brochure
Media

videotape of studentsʼ performances
video of original commercial
video of news program
video or cassette of student-conducted interviews
cassette tape or readings or oral performances
computer printout or disk
Kinesthetic
pantomime
dance routine
write and perform a song as a mnemonic device
tv commercial
may be an individual or group activity
Independent Projects
may continue for a period of time

results in a product, presentation, or performance
typically has a time line and milestones
has aspects of formative evaluation as the project proceeds
Independent Project Planning Map
Name:
__________________________________________________
Start Date:
_______________________________________________
1. Pose a question. (I wonder.....) The question is the
hardest part
of the project. What do you really want to know and why?
2. Time for research and note-taking. Look for information
in these resources:
encyclopedia magazines videos
internet interviews experiences
trade books school programs other ____________

3. List bibliographic information. (Where did I get my
information?)
4. Look back at your question. (Has my research answered
the ques-
tion that I posed?) If yes, move to the next step. If not,
go back to
your research.
5. Decide how you can best show what you have learned.
(What
product will I choose? Do I have a scoring guide to help
me
know when I am successful?)
6. What steps do you need to take to complete your
project? Check the scoring guide several times
while working on the project.
7. Plan your class presentation. (Do I need a classmate’s
help to do my presentation? Do I need props or music?)
8. Practice and revise your presentation including using any
charts or

models. Practice so that you can talk about your work
without read-
ing from a written report. (Did I check the scoring guide
again to
see if my presentation is “looking good”?)
9. Be prepared to write a reflection. (What did I enjoy most
about my
research? What did I learn? What did I enjoy about my
project and
presentations? If I could do it all again, what would I
change?)
Exploring What I Know
Name: _______________________________________
Topic: ______________________________________
1. What is your big idea?
_____________________________________________________
_______________

_____________________________________________________
_________________________________________
2. List or web your big idea.
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
3. Looking at your list or web, write down some ideas you
want to explore.
_____________________________________________________
________________________________________
_____________________________________________________
________________________________________

_____________________________________________________
________________________________________
4. Choose one of your possible ideas. Ask yourself
questions like the following to
help you choose:
What makes this idea so interesting?
__________________________________________________
_____________________________________________________
_______________________________________
Why is this an important topic to study?
_______________________________________________
_____________________________________________________
_______________________________________
What questions keep circling around in your head

about this idea? ________________
_____________________________________________________
_______________________________________
After talking to a teacher, parent, or friend about your
idea, what new ideas
come from your talk?
_____________________________________________________
______________
_____________________________________________________
_______________________________________
How can I make this idea stand our from all others?
_________________________________
_____________________________________________________
_______________________________________
5. What is your choice for a final topic question to explore?

____________________________
_____________________________________________________
_______________________________________
Project Planner
Name:
Due Date for Topic and Questions:
The specific topic I will investigate:
__________________________________________
_____________________________________________________
_________________
_____________________________________________________
_________________
The specific questions I will investigate (list as many
who/what/when/where/why/how
questions as appropriate):
________________________________________________

_____________________________________________________
________________
_____________________________________________________
_________________
_____________________________________________________
_________________
Due Date for Gathering Resources:
The resources I will use (minimum of three):
Print Resources (books, magazines, journals):
_________________________________
_____________________________________________________
_________________
Web Sites: _____________________________________
_____________________________________________________
_________________
Other Resources (interviews, software, videos, exhibits):
_________________________
_____________________________________________________
_________________

Due Date for Product Description:
Describe Your Product(s):
_________________________________________________
_____________________________________________________
_________________
_____________________________________________________
_________________
_____________________________________________________
_________________
Due Date for Evaluation Checklist:
Solicit parental feedback.
Solicit peer feedback.
Complete a self-evaluation form.
Due Date for Sharing:
I will share my project using:
a display:

_____________________________________________________
________
a presentation:
_____________________________________________________
____
Due Date for Written Reflection:
Project-Based Learning on the Web
http://www.4teachers.org/projectbased
This site provides research-based support for PBL as well
as
the ability to create your own checklists for project work.
http://www.project-approach.com
Aimed at early childhood and elementary grades, this site
supports
PBL with research, practical planning materials, and fully
described

examples.
http://www.exchange.co-nnect.net/Teleprojects
A well-organized site with many technology based
projects available.
Some require fee; many are free.
http://www.autodesk.com/foundation/pbl
Supported by the Autodesk Foundation, more success
stories and
background support for PBL.
http://www.pblmm.k12.ca.us
One of the Technology Innovation Challenge Grants, this
California-
based effort has a multi-media focus, but has rich information
around
PBL for all.
http://www.bie.org/pbl
Designed to support middle and secondary school

teachers, but don’t
miss the Project Examples linked off Resources.
http://www.millennaire.com/pbl.html
This site links folks to online projects ranging from
simple to complex.
Project Evaluation
Name: _____________________________ Topic:
____________________________________
Research Question:
_____________________________________________________
________
Teacher and Peer Assessment:
Research:
Used at least three sources

Documented sources
Gathered interesting information
Worked hard preparing
Preparation
Was well prepared
Demonstrated good delivery skills
Used multiple delivery modes
Demonstrated understanding of topic
Answered questions effectively
Teacher and Class Comments:
_____________________________________________________
_______________________________

_____________________________________________________
_______________________________
_____________________________________________________
_______________________________
_____________________________________________________
_______________________________
_____________________________________________________
_______________________________
Excellent Satisfactory Needs Work
3 2 1
3 2 1
3 2 1

3 2 1
3 2 1
3 2 1
3 2 1
3 2 1
3 2 1
NOTES/note 3.pdf
presented by Lynne Ecenbarger

Test = obtain a score
Assess = obtain the
“how” or “why”
behind the score
Evaluate = after
intervention, obtain
evidence that the
intervention is working
Assessment implies that

a decision will be made
and some action taken
to enhance learning.
Previous Cycle of
ClassroomTeaching/Assessment
Teach
Test
Grade
Go On
• record score
M
T
W
Th

F
• write 5 x each
• use in sentence
• workbook page/pretest
• post test
• go on
• ABC order
Cycle of Classroom Asse ssment
Pre-Asse ssments
Te ach
Ongoing/Formati ve Asse ssments
Re te ach/Enrich

Grade
Assessments are too often
viewed as autopsies
when they should be
viewed as physicals.
Like most things in education, classroom
assessment enhances student achieve-
ment under certain conditions only.
ments should provide students with
a clear picture of:

their progress on learning goals
how they might improve
ment should encourage students
to improve.
Classroom assessment should
be formative in nature.
Formative classroom assess-
ments should be quite frequent.
Robert Marzano, 2007
It has been said that
feedback is often too
little, too late, too
vague, presented in

the wrong form,
and therefore
lacking in impact.
Jensen, 1998
What is “good” classroom assessment?
• used to assess lessons’ objectives
• administered within classrooms
• administered continuously throughout the day
• used to differentiate instruction
Classroom Screening and

Progress Monitoring Tools
Based on Grade Level
Standards and Curriculum
• different from grade level screening tools such as DIBELS,
AIMS Web, etc. which are administered across the grade level
• information is used instead to differentiate Tier 1 instruction
in
individual general education classrooms
Initial
Asse
sssm
ent
and th
en Fo
rmativ
e

Asses
smen
ts (Pr
ogres
s
Monit
oring)
(3-4
x yea
r)
Look
for a
patter
n

(clust
ering)
of er
rors;
ask, “
what
do the
se
errors
in ea
ch clu
ster
have
in com
mon?
”;

then a
sk, “h
ow do
es
this c
luster
differ
from
the on
e befo
re an
d afte
r it?”
4-8

“grid the kid” by placing their name on the chart based on
assessed level of readiness; form the tiers
for small group interventions
D
es
tin
y
P
au
l
C
la
ir
e
Te
ss
S

am
B
ro
ok
e
M
as
on
E
m
ily
4-8
provide research-based instruction and interventions until the
first progress monitoring; reassess;
“regrid the kids” based on progress; readjust the intervention

groups
D
es
tin
y
P
au
l
C
la
ir
e
Te
ss
S
am

B
ro
ok
e
M
as
on
E
m
ily
• Sample the key content in the unit
• Mirror the post-assessment
• Contain a low baseline
• Align with CCSS

learning objectives
• Can be efficiently scored
• Inform students of the purpose
Classroom Lesson
Pre-Assessments (before
each lesson or unit of study):
PREASSESSMENTS
Alphaboxes
Quickwrites
Ready-Set-Show

Anchor Activities
Anticipation Guides
Graphic Organizers
Tests from Textbooks
Dry Erase/Show Me/Chalk Boards
Alphaboxes
Quickwrites
Graphic Organizers
Anticipation Guides
Dictation Sentences
Running Records
TAPS
Pre-Tests/Tests from Textbooks
Teacher introduces the topic.

Students write three words or
phrases that come to mind when
they hear the topic. They write
each response in the box that the
word/phrase begins with. For
example, if the topic were “rocks”,
a student might write “igneous” in
the /i/ box, “gems” in the /g/ box,
and “minerals” in the /m/ box.
Have the students share with a
partner or in a whole-class setting.
They may only share answers that
have not already been given. Any
student that shares must be able to
explain how the word/phrase they
have listed is related to the topic.
Anticipation Guide
“From Egg to Butterfly”
agree disagree
1. The butterfly has five

stages in its life cycle.
2. The egg is the last stage.
3. Caterpillars spend five days
in the egg before hatching.
4. Caterpillars eat in-
sects for their food.
5. Caterpillars eat for about
fifteen days before form-
ing a hard shell.
6. Caterpillars change into
pupas after shedding
their outer skin.
7. The caterpillar spends
about ten days inside
a pupa.
8. Caterpillars eat while
inside the pupa.

9. There are about 20 days
in the life cycle of a butterfly.
10. An butterfly has six legs
and three body parts.
Teacher lists the objectives for the
unit ahead of time in an “Anticipation
Map”, falsifying two or three of the
objectives. Students are asked to
check whether they agree or dis-
agree with each of the statements.
The teacher could use this as a
post-assessment, as well, by pre-
senting the “Anticipation Map” at
the end of the unit and having each
student check the appropriate box
based on what they learned.
Anticipation Guide

www.adlit.org
Name
Topic
Read each statement below. Respond in the left column whether
you agree (A) or disagree (D)
with each statement. Think about why you agree or disagree,
and be prepared to share.
Before
Reading
Agree/Disagree
Statement/Question
After
Reading
Agree/Disagree

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
free,
open-
ended

resou
rces f
rom A
dLit.o
rg
(stand
s for A
doles
cent L
iterac
y)

A Quick Write is a literacy strategy which can be used in
any content area to develop writing fluency, to build the
habit of reflection into a learning experience, and to
informally assess student thinking. The strategy asks
learners to respond in 2–10 minutes to an open-ended
question or prompt posed by the teacher. This writing
assignment can be used at the beginning, middle, or
end of a lesson. For example, students are asked to
write about what they learned, problems they encount-
ered, what they liked (or did not like) about the lesson,
how well they understood the concepts, and questions
they may have about the lesson. In content teaching, the
integration of reading and writing reinforces meaning
construction as both activities use similar processing skills.
Quickwrites in 5 Steps for students in grades K-2:

Model and rehearse with students the following 5 steps:
1. Think. (They repeat as you raise one finger.)
2. Draw a picture. (They repeat as you raise another finger.)
3. Write something. (They repeat as you raise a third finger.)
4. Write your name. (They repeat as you raise a fourth finger.)
5. Write the date. (They repeat as you raise a fifth finger.)
Facilitating Quickwrites for students in grades 3-12:
1. Remind students that they can’t stop writing until the timer
goes off and, when it does, they may finish only their last
sentence.
2. Give students exactly 1 minute to think and start everyone
together.
3. Turn the timer away from students so they will not watch
the clock.
4. Circulate, encourage, and praise.
5. Ask volunteers to share their Quickwrites and allow for
questions and positive comments.
Formative Assessment -
an Integral Part of Classroom Instruction

Weighing cows won’t make
‘em fatter, just as testing
kids won’t increase student
learning!
students are learning
• Can be spontaneous or
planned
• May be formal or informal
• Can cause critical teacher
insights into student learning
and/or misconceptions
• Require careful observation
and reflection

regarding instruction
Provides Regular Feedback!
Formative Assessments
to Inform Lesson Planning…
Everything students might SAY, DO, or
CREATE has the potential to be formative
because it can provide information about
how much they understand and helps
the teacher plan the next steps of instruction.
The line between
assessment
and instruction
should be blurred!

Don’t ever assess
unless you’re
going to take action!
Let’s take a closer look at
types of formative assessments...
During
the
Lesson
Quick, Ongoing
Assessment Ideas

3-2-1
R.A.F.T.’s
paper-pass
quickwrites
dry-erase slates
Ready-Set-Show
exit
slips
I Ha
ve-W
ho H
as?

Yes/No cards
“During Instruction”
Asse ssment Ide as
Pinch Cards
Obser vations
Stop-and-Jots
Masking
Note
-Taki
ng
R .A.F. T.’s
Quick write s
Re ady-Se t-Show
Exit Slips
Le arning Logs

Fi ve Que stions for this Answer
Mindmaps and other graphic organizers
3-2-1
Summ
arizer
Ready - Set - Show Ready - Set - Show
.
?
!
1/2
1/3
1/5

I’ve almost got it!
I’m lost!
I’m a bit
confused!
I could
te ach this!
Pinch Card
(check for understanding)
TIPS
(Thi
nk/In
k/Pa
ir/Sh

are)
Students write the teacher’s
question in the “Think” box.
They then write their response
in the “Ink” box. When the
teacher says “Pair”, they turn
and share their answer with a
partner. To complete this activity,
I ask the students to take a few
minutes and write the name of
their partner in the “Pair” box
and to write what their partner
shared in the “Share” box.

Formative Assessing with Learning Logs
Short, ungraded and unedited,
reflective writing in learning logs is
a venue to promote genuine consideration
of learning activities. Learning logs provide
authentic writing experiences in any content area.
Ideas for Math Journal Topics
Write 12 things that the number six means to you.
Pretend you have to explain to a new student how to
subtract numbers. Use any concept or algorithm.
Write a reaction to the lesson being studied.
Discuss how you approach a problem and solve it. Then

discuss another way to do it.
Discuss ways that a triangle and a square are alike, and
then how they are different.
“Today I discovered….”
“Something I’ve been wondering about…”
“I think fractions were discovered when…”
Items to Gather:
• wooden paint sticks
• Sharpies
Instructions:
Step 1: First start with your first stick and write start.
Step 2: Next start writing your clues and the answers
on the tip.
Step 3: Then write finish on your last stick.
Other Tips/Suggestions:
You can make all of the facts connect or make them
different like I did above. You can make it longer for
your high kids and shorter for your lower kids. Give

them a timer and have them try to beat 1 minute.
You can make any changes you desire!
Place
Value
I Have -
Who Has
After
the
Lesson
Quick, Ongoing
Assessment Ideas
3-2-1
R.A.F.T.’s

paper-pass
quickwrites
dry-erase slates
Ready-Set-Show
exit
slips
I Ha
ve-W
ho H
as?
Yes/No cards
“Af ter Instruction”
Asse ssment Ide as

Exit Slips
3-2-1- Summarizers
Snowball Fights
Paper Pass
Le arning Logs
I Have-Who Has
Foldable s
Writ ten Re sponse s
Exit Cards
Exit Cards (AKA “Ticke ts to Le ave”) are used to gather
information on student re adine ss levels, intere sts, and/
or le arning profile s.
The te acher hands out inde x cars to students at the end of
an inst ructional sequence or class period. The te acher asks
the students to re spond to a pre-de termined prompt on their
inde x cards and then turn them in as they le ave the classroom
or t ransition to another subject.

The te acher revie ws the student re sponse s and separate s
the cards into instructional groups based on pre se t criteria.
Exit Cards
•On your e xit card ...
•Explain the dif ference
be t ween simile and
me taphor. Gi ve an
e xample of e ach as
part of your e xplanation.
Exit Cards
We have begun a study
of “author ’s craf t”.
•Identif y three e xample s
of figurati ve language

used in the novel
Morning Girl by
Michael Dorris.
Exit Cards
Today you began to
le arn about decimals
and f ractions.
• List three things you le arned.
• Write at le ast one que stion
you have about decimals and/
or f ractions.
Exit Slips

www.adlit.org
Write one thing you learned today.
Name
Rate your understanding of today’s topic on a scale of 1-10.
What can you do to improve
your understanding?
Name
Describe one way that today’s lesson could be used in the real
world.
12 Digital Tools to Implement Exit Slips

3-2-1 Summarizer
3
2
1
Identify three “ah-ha’s”
from today’s lesson
about plate tectonics.
Pose two new questions you
have about plate movement.
Name one thing you
will remember forever.
3-2-1 Summarizer

Af ter re ading over my first draf t...
3 re visions I can make to improve
my draf t
2 re source s I can use to help improve
my draf t
1 thing I re ally like about my first draf t
Foldables (3-D Graphic Organizers)
“…a three-dimensional student-made (and/or teacher-
made) interactive graphic organizer based upon
a skill”. Foldables provide students with a “fast,
kinesthetic activity that helps them organize and
retain information either before, during, or after reading”.
What are Foldables?

Formative:
Assessment FOR Learning
Summative:
Assessment OF Learning
• Are like a rear view mirror
of the pre-assessment
• Contain a high ceiling
• Assess content, skills, and

strategies
• Focus on application
of knowledge to novel
situations
• Couple with trait rubrics
• Include opportunities for
personal reflections
• Can be used to calculate
gain scores
Post-Assessments: Summative Assessments:
essays, persuasive writing, and creative or

expressive writing, as well as research papers.
synthesizing information and explaining their
understanding of concepts and ideas.
an audience with a specific
purpose.
or use academic structures for research and/
or formal writing.
Writing-to-Demonstrate Knowledge Summative Assessments
Summative Assessments

Checklists
Debates
Products
Demonstrations
Portfolio Reviews
End of Unit Tests
Summative Essays
Performance Assessments
Knowledge Comprehension Application
• Workshee t
• Concept Map
• Quiz/Te st
• Blogging

• Diar y
• Lists
• Peer Te ach
• Show and Tell
• Summarize
• Cartoon Strip
• Flow Chart
• Illustration
• Cre ate a puzzle, game,
skit, movie, podcast,
wiki, PowerPoint
• Gi ve a speech
• Make a topographic map
• Perform a play
• Take and display a
collection of photographs
on a particular topic
• Write an e xplanation/se t
of instructions
Analysis Synthe sis Evaluation
to support a vie w
• Construct a graph

• Cre ate a socio-gram
f rom a narrati ve
• Cre ate a decision-making
matrix to help make a
decision
• Prepare a report
• Write a commercial to
sell a ne w product
• Cre ate an advertisement
• Invent a machine to do a
specific task
• Write a TV show; puppe t
show
• Role Play
• De sign a ne w mone tar y
system
• Prepare and conduct a
debate
• Write a persuasi ve
speech arguing for/
against
• Evaluate the character ’s
action

• Post critical comment to
forums/blog/wiki’s/e tc.
• PBL
Bloom’s Digital Taxonomy
Create a model. Write a poem.
Write and produce a play. Create a table of contents.
Make a game. Compile a booklet.
Create a slide show. Create a radio program.
Write a book. Write a new law.
Create a video. Write a new song.
Draw a diagram. Write a biography.
Create an advertisement. Design and construct a new product.
Give a speech. Make a learning center.
Have a panel discussion. Make a dictionary.

Draw a set of blueprints. Plan a journey.
Make a relief map. Compile a portfolio of sketches.
Make a map. Write an opinion article.
Make a chart. Submit a story to a magazine.
Take a survey; interpret the results. Write an essay.
Design an experiment. Present a mock trial.
Write a computer program. Develop a display.
Create a dance. Make a simulation gamer.
Build a planetarium. Formulate a scientific theory.
Teach a lesson. Make an animated movie.
Create a political cartoon. Hold a press conference.
Write a letter to the editor. Conduct a debate.
Design a travel brochure. Write a news report.
Least Likely to Yield
Sophisticated Product
Make a diorama.
Keep a diary.
Make a collage.
Draft and circulate a petition.
Conduct an interview.
Make a list.
Create a word search.
Create a recipe.

Make a puzzle.
Make a mobile.
Make a collection of...
Create a slogan or bumper sticker.
Make a timeline.
Be a mentor.
Prepare and serve ethnic food.
Do a pantomime.
Collect and analyze water.
Develop and use a questionnaire.
Invite a speaker to class.
Work on needlepoint.
Draw a storyline.
Discuss character development.
Put together a photo album.
Most Likely to Yield Sophisticated Product
Multiple Intelligences Project Ideas
Verbal/

Linguistic
Visual/Spatial Logical/
Mathematical
Musical Interpersonal Intrapersonal Bodily/
Kinesthetic
Naturalist
Create an
audiotape
Give a
persuasive
speech
Write a poem
Write a play
or script
Write an
advertisement

Write a letter
Debate
Design a logo
Design a
brochure
Make a
diagram or
flowchart
Make a
sculpture
Create a
cartoon
or comic
Build a model
Film a video
Interpret data

Conduct an
experiment
Create an
outline
Create a
timeline
Present
statistics
Graph data
Write a jingle
Lip sync a song
Write a
song or rap
Create a
radio show

Give an
instrumental
performance
Create
sound effects
Conduct
a survey
Create a
game show
or talk show
Work on a
cooperative
project
Interview
someone
Write a
Readerʼs
Theater

Tutor a
classmate
Construct
a portfolio
Keep a journal
Express your
opinion in
different ʻvoicesʼ
Write a
narrative
Write a good
test for this
material
Act it out
Perform a
pantomime

Choreograph
a dance
Create a
videotape
Create a
sculpture
Create an
observa-
tion log
Conduct an
experiment
Collect
specimens
to represent
the material

Artwork
portfolio
drawing
collage
comic strip
mural
clay models
illustration of a story in sequence
Oral Work
oral exam
role-playing
panel discussion
tv talk show
oral history of an event
debate
telephone interview
news report
conference with parents, teacher, other students
Other Projects
artifacts
scrapbook
model building
costume of characters or countries

crossword puzzle
mobile
flannel board story
map of a country
puppet show
advertising campaign for a product
Written Work
diary of a famous person
writing portfolio
poetry notebook
book or movie review
letter to parents, editor, tv station
original fairy tale
modern-day myth
math problem-solving logs
pen-pal letters
graphs, charts, diagrams
original recipes

pamphlet describing a disease
vacation brochure
Media
videotape of studentsʼ performances
video of original commercial
video of news program
video or cassette of student-conducted interviews
cassette tape or readings or oral performances
computer printout or disk
Kinesthetic
pantomime
dance routine
write and perform a song as a mnemonic device
tv commercial
may be an individual or group activity

Independent Projects
may continue for a period of time
results in a product, presentation, or performance
typically has a time line and milestones
has aspects of formative evaluation as the project proceeds
Independent Project Planning Map
Name:
__________________________________________________
Start Date:
_______________________________________________
1. Pose a question. (I wonder.....) The question is the
hardest part
of the project. What do you really want to know and why?
2. Time for research and note-taking. Look for information
in these resources:

encyclopedia magazines videos
internet interviews experiences
trade books school programs other ____________
3. List bibliographic information. (Where did I get my
information?)
4. Look back at your question. (Has my research answered
the ques-
tion that I posed?) If yes, move to the next step. If not,
go back to
your research.
5. Decide how you can best show what you have learned.
(What
product will I choose? Do I have a scoring guide to help
me
know when I am successful?)
6. What steps do you need to take to complete your
project? Check the scoring guide several times
while working on the project.
7. Plan your class presentation. (Do I need a classmate’s

help to do my presentation? Do I need props or music?)
8. Practice and revise your presentation including using any
charts or
models. Practice so that you can talk about your work
without read-
ing from a written report. (Did I check the scoring guide
again to
see if my presentation is “looking good”?)
9. Be prepared to write a reflection. (What did I enjoy most
about my
research? What did I learn? What did I enjoy about my
project and
presentations? If I could do it all again, what would I
change?)
Exploring What I Know
Name: _______________________________________
Topic: ______________________________________
1. What is your big idea?

_____________________________________________________
_______________
_____________________________________________________
_________________________________________
2. List or web your big idea.
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
3. Looking at your list or web, write down some ideas you
want to explore.
_____________________________________________________
________________________________________

_____________________________________________________
________________________________________
_____________________________________________________
________________________________________
4. Choose one of your possible ideas. Ask yourself
questions like the following to
help you choose:
What makes this idea so interesting?
__________________________________________________
_____________________________________________________
_______________________________________
Why is this an important topic to study?
_______________________________________________

_____________________________________________________
_______________________________________
What questions keep circling around in your head
about this idea? ________________
_____________________________________________________
_______________________________________
After talking to a teacher, parent, or friend about your
idea, what new ideas
come from your talk?
_____________________________________________________
______________
_____________________________________________________
_______________________________________
How can I make this idea stand our from all others?
_________________________________

_____________________________________________________
_______________________________________
5. What is your choice for a final topic question to explore?
____________________________
_____________________________________________________
_______________________________________
Project Planner
Name:
Due Date for Topic and Questions:
The specific topic I will investigate:
__________________________________________
_____________________________________________________
_________________
_____________________________________________________
_________________

The specific questions I will investigate (list as many
who/what/when/where/why/how
questions as appropriate):
________________________________________________
_____________________________________________________
________________
_____________________________________________________
_________________
_____________________________________________________
_________________
Due Date for Gathering Resources:
The resources I will use (minimum of three):
Print Resources (books, magazines, journals):
_________________________________
_____________________________________________________
_________________
Web Sites: _____________________________________
_____________________________________________________
_________________

Other Resources (interviews, software, videos, exhibits):
_________________________
_____________________________________________________
_________________
Due Date for Product Description:
Describe Your Product(s):
_________________________________________________
_____________________________________________________
_________________
_____________________________________________________
_________________
_____________________________________________________
_________________
Due Date for Evaluation Checklist:
Solicit parental feedback.
Solicit peer feedback.
Complete a self-evaluation form.
Due Date for Sharing:

I will share my project using:
a display:
_____________________________________________________
________
a presentation:
_____________________________________________________
____
Due Date for Written Reflection:
Project-Based Learning on the Web
http://www.4teachers.org/projectbased
This site provides research-based support for PBL as well
as
the ability to create your own checklists for project work.
http://www.project-approach.com

Aimed at early childhood and elementary grades, this site
supports
PBL with research, practical planning materials, and fully
described
examples.
http://www.exchange.co-nnect.net/Teleprojects
A well-organized site with many technology based
projects available.
Some require fee; many are free.
http://www.autodesk.com/foundation/pbl
Supported by the Autodesk Foundation, more success
stories and
background support for PBL.
http://www.pblmm.k12.ca.us
One of the Technology Innovation Challenge Grants, this
California-
based effort has a multi-media focus, but has rich information
around
PBL for all.

http://www.bie.org/pbl
Designed to support middle and secondary school
teachers, but don’t
miss the Project Examples linked off Resources.
http://www.millennaire.com/pbl.html
This site links folks to online projects ranging from
simple to complex.
Project Evaluation
Name: _____________________________ Topic:
____________________________________
Research Question:
_____________________________________________________
________
Teacher and Peer Assessment:

Research:
Used at least three sources
Documented sources
Gathered interesting information
Worked hard preparing
Preparation
Was well prepared
Demonstrated good delivery skills
Used multiple delivery modes
Demonstrated understanding of topic
Answered questions effectively
Teacher and Class Comments:

_____________________________________________________
_______________________________
_____________________________________________________
_______________________________
_____________________________________________________
_______________________________
_____________________________________________________
_______________________________
_____________________________________________________
_______________________________
3 2 1

3 2 1
3 2 1
3 2 1
3 2 1
3 2 1
3 2 1
3 2 1
3 2 1
NOTES/Top Tech Tools for Formative Assessment-1.pdf

DONATE
(HTTPS://WWW.COMMONSENSEMEDIA.ORG/DONATE)
Top Tech Tools for Formative
Assessment
Edulastic
Visit Website:
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Powerful formative assessment tool
tracks achievement of standards
GRADES
K-12
TYPE
Website

PRICE
Free
PlayPosit
Visit Website:
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GRADES
2-12
TYPE
Website
PRICE
Free, Paid
Through formative assessment, teachers check student
understanding, get valuable data on student learning, and
then use that data to modify instruction. When teachers know

what students know (or don't know), they can adjust
to meet students right at their level. The best formative
assessment tools also help students self-reflect and assess,
figuring out where they are and where they need to go as
learners. Browse the tools below to find one that meets
your needs. There are formative assessment apps for everything
from discussion to quizzing, polling, and student
responses to interactive lessons and videos.
Interesting seeing how two of the best formative assessment
apps compare? Check out our EdTech Showdown
featuring Kahoot! and Formative.
Interactive Lessons and Video
TOP PICK
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Deliver interactive lessons right to
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GRADES
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The Answer Pad
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Simple, multipurpose assessment tool
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GRADES
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Kahoot!
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Game-like student-response tool can

GRADES
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Quizzing, Polling, and Student Response
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Familiar game show quizzes with a

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GRADES
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Plickers
Publisher: Plickers Inc.
Useful rapid-response tool for tech-
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GRADES
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PLATFORMS
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