Académique Documents
Professionnel Documents
Culture Documents
Assessment
Strategies
Whip
Around
Teacher
engages
students
thinking
with
a
question
that
has
multiple
answers.
Allow
wait
time
for
students
to
process.
Students
write
two
to
three
answers
on
a
piece
of
paper.
Students
all
stand
up.
The
teacher
whips
around
the
room,
allowing
many
students
the
opportunity
to
share
one
answer
off
their
paper.
When
the
answers
on
a
students
paper
have
been
called
out
(regardless
of
whether
that
student
gave
the
answers),
the
student
sits
down.
If
all
students
are
seated
with
some
answers
remaining,
the
teacher
knows
there
is
more
work
to
be
done
on
this
topic.
Word
Toss
Identify
major
concepts
for
the
lesson.
Write
seven
to
ten
key
words
or
phrases
on
the
board.
Students
choose
at
least
five
words
to
explain
to
a
partner/absent
student/parent
what
they
learned
that
day.
This
is
a
good
way
to
encourage
students
to
use
the
language
of
the
standards
to
summarize
their
learning.
Show
me
Now
Preprinted
response
cards
with
words
like
agree
on
one
side
and
disagree
on
the
other.
Students
hold
them
up
to
respond.
Dry-erase
boards
are
perfect
for
immediate
feedback.
Another
good
instant
feedback
tool
is
the
Smart
Response
clicker.
Rally
Quiz
Students
take
turns
quizzing
their
partners.
Teacher
provides
a
list
of
questions
or
students
generate
a
list
of
questions
before
playing
Rally
Quiz.
Partner
A
asks
a
review
question
of
partner
B.
B
answers.
Partner
A
checks.
If
correct,
A
affirms
with
praise.
If
not
correct,
A
coaches,
re-
asks,
then
affirms
with
praise.
Students
switch
roles
so
B
quizzes,
and
then
affirms
or
coaches.
1.
2.
3.
4.
5.
Think-Pair-Share
Think:
Teacher
engages
students
thinking
with
a
question
or
task.
Allow
wait
time
for
students
to
process.
Pair:
Students
compare
and
discuss
responses.
Share:
After
students
talk
in
pairs,
teacher
asks
pairs
to
share
their
thinking
with
the
rest
of
the
class.
Think-Write-Pair-Share
Think:
Teacher
engages
students
thinking
with
a
question
or
task.
Allow
wait
time
for
students
to
process.
Write:
Students
write
responses
on
paper.
Pair:
Students
compare
and
discuss
responses.
Share:
After
students
talk
in
pairs,
teacher
asks
pairs
to
share
their
thinking
with
the
rest
of
the
class.
Summary
Writing
Students
should
be
able
to
record
the
GIST
of
the
lesson
on
an
Exit
Slip
(Ticket-out-the-
Door).
You
can
use
various
prompts
such
as
the
absent
student,
3-2-1,
etc.
The
key
to
making
this
a
formative
assessment
is
that
the
students
must
receive
feedback
with
next
steps,
and
that
you
must
use
the
information
to
adjust/design
instruction
for
the
next
day.
Corners
A
self-assessment
way
to
group
students
for
re-teaching/remediation.
Students
choose
corners
based
on
their
self-assessed
level
of
expertise
on
a
given
subject.
Corner
1:
The
Dirt
Road
(Theres
so
much
dust,
I
cant
see
where
Im
going.
Help!)
Corner
2:
The
Paved
Road
(Its
fairly
smooth,
but
there
are
many
potholes
along
the
way.)
Corner
3:
The
Highway
(I
feel
fairly
confident
but
have
an
occasional
need
to
slow
down.)
Corner
4:
The
Interstate
(Im
traveling
along
and
could
easily
give
directions
to
someone
else.)
Traffic
Light
Give
students
three
cups
in
red,
yellow
and
green.
Students
place
the
cups
stacked
one
inside
the
other
with
the
green
on
top
and
place
in
the
corner
of
their
desks.
If
they
need
to
slow
down,
they
move
the
yellow
cup
to
the
top.
If
they
need
you
to
stop
and
explain,
they
put
the
red
cup
on
top.
Any
student
with
a
green
cup
still
showing
is
fair
game
to
be
called
on
to
explain.
Another
variation
is
to
use
this
as
a
journal
activity/TOTD
/activator
where
students
self-
assess
their
understanding
of
the
current
topic.
RAFT
Role:
What
is
the
role
of
the
writer?
Audience:
To
whom
is
the
writer
writing?
Format:
What
is
the
format
for
the
writing?
Topic:
What
is
the
focus
of
the
writing?
Example:
R:
Scalene
Triangle
A:
Your
Angles
F:
Text
Message
T:
Unequal
Relationship
Agree/Disagree/Dont
Know
Create
sets
of
statement
cards
about
a
given
topic
(properties
of
a
parallelogram
for
example).
Working
in
groups
or
pairs,
students
can
sort
the
cards
into
piles
for
agree,
disagree,
or
dont
know.
At
the
end
of
the
lesson,
students
can
revisit
the
activity
to
assess
what
they
have
learned.
Web
Wind-Up
Having
students
create
learning
webs
(mind-
maps,
concept
maps)
at
the
beginning
of
a
unit
to
demonstrate
prior
knowledge
or
to
accelerate
learning
and
again
at
the
end
of
the
unit
can
demonstrate
growth
in
the
knowledge
of
the
topic.
Smart
Cards
A
collection
of
student-written
summaries
and
illustrations
on
index
cards
about
subtopics
or
concepts
form
one
unit
of
study.
Smart
Cards
require
students
to
get
the
big
picture
of
an
idea
and
condense
it
into
their
own
words.
Students
complete
these
cards
one
at
a
time
throughout
a
unit
of
study,
and
you
can
collect
them
at
any
time
to
assess
student
understanding.
This
is
a
good
strategy
to
use
in
a
unit
that
is
vocabulary
intense.
My
Textbook
Page
A
graphic
organizer
for
summarizing
the
important
concepts
from
the
math
textbook.
This
activity
provides
students
with
practice
in
reading
for
information.
It
can
also
be
used
as
a
note-taking
guide.
Organizer
should
include.
S-O-S
Summary
Provide
students
with
a
statement
(S).
Student
gives
opinion
(O)
as
to
whether
the
statement
is
true
of
false.
The
student
then
supports
(S)
his
or
her
opinion
with
evidence.
This
is
good
to
use
anytime,
but
is
particularly
helpful
in
geometry
units
where
you
want
to
develop
logical
thinking
skills.
Act
it
Out
Students
stand
and
act
out
the
answer.
This
is
good
for
instant
assessment
of
things
like
end
behavior,
direction
of
parabola
opening,
slope,
parallel/perpendicular,
etc.
Concept/Topic:
Description/Summary
of
the
Concept:
Examples/Step-by-step
instructions
Hints/Tips:
Keep
in
mindRemember
to
The
most
important
things
to
undersand
about
this
concept
are
How
this
concept
relates
to
other
concepts
weve
studied:
URLs
to
find
out
more
and
to
practice: