Assessment+Stratgies

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 * ~ =__Strategy__= ||~ =__Description__= ||~ =__Justification__= ||
 * =Give Me Five= || This technique is used to promote and publicly share personal reflections that collectively provide feedback from the group. Students are given a prompt and take a minute or two for a “quiet think.” Five students then volunteer to publicly share their reflection. This strategy is called give me five because five students are volunteer to give their answer to the question that was given to them. || * Provide students with an opportunity to individually and publicly reflect on their learning during or after a lesson.
 * Puts a medium demand on the students cognitively.
 * Other students can raise their hands if they had a similar reflective thought each time a student shares their thoughts. ||
 * =I Think-We Think= || Students use a piece of paper and separate it into two columns. In the first column the students will record their own individual ideas (I Think). The second column is for the group’s ideas (We Think). || * This assessment allows the students to collaborate with a group to gain insight with what their peers know. This relates to the cooperative learning theory.
 * Also allows students to get up and interact with others and this helps them learn by exposing them to what other people know. ||
 * =Inside-Outside Circle= || Divide the students into two groups. One group is the inside circle and the other group forms the outside circle. Students pair up with other students in the opposing circle and face one another. The inside circle begins by responding to a question or statement provided by the teacher. After a set amount of time—usually a minute or two, students reverse roles and the outside partner responds. While students are responding, circulate around the circles and listen to comments and explanations being shared. || * This strategy encourages students to reflect upon what they know (schema).
 * Assessment provides students who don’t normally talk to interact with others which helps with the ELA strands of speaking. ||
 * =Fist of Five= || Ask the students a question and have them respond by showing their level of understanding. Students hold up one finger if they are still unsure of the topic and need more information. If they show mastery they will hold up three to four finger. Students who have mastered the unit will hold up five fingers. || * Allow students to do a self-assessment on how well they know the material being taught. The self-assessment lets them know where they stand and where to guide their own learning.
 * Can allow collaborative work to help peers understand what others know. This stems from collaborative learning. ||
 * =Placemats= || Provide each group of four to five students with a large sheet of paper. In the middle of the paper write a topic or target question. Students divide the paper up so each has a section to write in and there is room in the middle to summarize their responses. Students write or draw individually to demonstrate their understanding of the topic or question. They then share as a group. After everyone has finished sharing students discuss the information and come up with three main ideas. They write these ideas in the center of the paper and share them with the rest of the class. || * Assessment is engaging because students are working in groups to complete group or individual work. This is based on the collaborative learning theory.
 * Allows students to learn about a variety of topics from other groups and is a version of reciprocal teaching. ||
 * =Three Facts and a Fib= || Students write three facts and one fib about a topic. They take turns sharing their three facts and a fib with a partner, small group, or with the entire class. || * Assessment allows students to do a self-reflection which guides their own learning by showing what they know
 * Engages students in getting to come up with a fib and trying to figure out the fib because students love to make up lies.
 * Collaborate in small groups or with whole class. This is the collaboration theory. ||
 * =Traffic Light= || Provide students with three circles. Give students a red circle, a yellow circle, and a green circle. To check there understanding, asks questions about what is being learned. If the student is comfortable and ready to move on they will hold up a green. If they are fairly comfortable with the topic, they will hold up yellow. Students that are confused or require further instruction to understand, hold up the red circle. || * Assessment is quick strategy provides immediate feedback because quick feedback is short and simple and can be changed immediately.
 * Students do a self-assessment that provides direct direction for instruction based on the teacher and them. ||
 * =Exit Tickets= || Before students leave at the end of class ask them a question or pose a problem for them to solve. Students record their responses on a scrap piece of paper, or file card, or a sticky note. Collect their cards as the students leave the classroom. Glance through the exit cards to determine if students are generally understanding of the topic. The level of understanding can guide the lesson the next day. || * Assessment allows the students to partake in a self-reflection, which helps them to guide their own learning and know what they did wrong.
 * Can be used in class to reflect upon correct answers ||
 * =Whip Around= || First, pose a question to the students. The students are given a few minutes to formulate their answer and make brief notes. You then repeat the question and “whip around” the room and have each student give one response from their notes. || * Actively engages everyone in class because the students don’t know who will get called on when the teacher whips around.
 * Engages students who are otherwise likely not to participate in the assessment because everyone is to participate. ||
 * =Two Roses and a Thorn= || Students can name two things that they like about the topic that they just covered and one thing they did not like or that they still have a question about. This can be used as a wrap up or exit ticket. This is called two roses and a thorn because the roses are compared to what they like. || * Assessment provides quick feedback as to what they liked and what they didn’t like. Quick feedback gives them the answer quickly.
 * Teachers can note any misunderstandings that the students may have. This can be used to guide instruction. ||