Assessment+Strategies



10 Assessment Strategies
 * **Name of Assessment ** || **Description ** || **Justification ** ||
 * Concept Cartoons

|| Concept Cartoons are used to engage students in a topic and motivate them to think about their own ideas. Concept Cartoons are simply cartoon characters who give a statement/comment about a given situation. The students will identify which character’s statement/comment they agree with and why. Students may then discuss with a partner or group who they chose and why.

Materials:
 * Concept Cartoon
 * Pencils || The cartoons engage the students first off because it’s a cartoon. Secondly, it requires students to think. They must pick a statement or comment they agree with and explain why. The students think even deeper when they must discuss their choice. Each student in the group may have chosen a different character. This allows the students to share their opinion, but also listen to their group members. ||
 * Twitter Board

 || The Twitter Board is a way for students to post questions or problems with a lesson/topic. The students can also post what they have learned during the lesson. At the end of the lesson, pass out the tweet slips. The slips look the way a tweet would. It has a place for your name and a hashtag. Have the students fill out the tweet slip and post it to a designated bulletin board in the classroom. The teacher can use this board for planning tomorrow’s lesson. Materials:
 * Pencils
 * Tweet slips
 * Twitter bulletin board || <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The Twitter Board, in a sense, serves as a more engaging exit ticket. The students can ask questions and express problems they have in a creative and fun way. Social media is a huge thing today and getting to “use it” inside the classroom gets the students’ attention. ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">My Favorite No

<span style="font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 0px; overflow: hidden;"> || <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">My Favorite No is an assessment tool that allows the teacher immediate feedback on how the students are doing and what mistakes they are making. It also allows the students to see what mistakes they are making and how to fix them. The teacher will put a problem on the board. The students will solve the problem on index cards. When everyone is finished the teacher quickly sorts the cards into correct and incorrect answers. From the wrong answers she picks a card that shows the mistake(s) most of the students have made. This becomes the “My Favorite No”. The teacher then solves the problem the way the card shows. As a class, they go through the problem and tell what was done right, where the mistake is, and how to fix it.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Materials:
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Index cards
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Pencils || <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">My Favorite No gives the teacher a chance to demonstrate the common mistakes the students are making. No names are revealed when the teacher picks a “favorite no”. This relieves the students, but also engages them because they are being shown how to fix their mistakes. The students who didn't get the problem wrong are actively engaged in helping the teacher find the mistake and fix it. ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Pass the Marker

<span style="font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 0px; overflow: hidden;"> || <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Pass the Marker is an assessment strategy in the form of a relay game. The students are split into 2 teams and put in 2 lines. The first person in line on each team will receive a marker. On the board will be two categories (one for each team). The students with the markers will come up to the board, add one number or word (depending on the subject) under the category. The student then takes the marker to the next person in line and goes to the end of the line and sits down. The team that has all their players sitting down first wins. For example if the topic is word families AT the students would write the words cat, bat, and pat on the board. If the topic is multiplication the category could be to name all of the 6 facts (6x1=6, 6x2=12, and so on).

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Materials:
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Whiteboard
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Dry erase markers || <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Children love games! The students are up and out of their seats and competing with their classmates! During the game the teacher has a chance to see which students can answer quickly and which students struggle. This can determine if the topic needs further review. ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Human Scatterplots

<span style="font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 0px; overflow: hidden;"> || <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Human Scatterplots are a quick way for teachers to get a visual of the students’ thinking and their level of confidence in their ideas. To perform this assessment select response questions with 3 to 4 choices. Label a wall in the classroom with choices A, B, C, D. Label the adjacent wall with low to high confidence levels. Ask a response question and have the students place themselves as they feel they would fall on the “graph”.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Materials: <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[|www.jognog.com]
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Labels (A, B, C, D)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Labels (Low Confidence, Medium Confidence, High Confidence) || <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Getting the students up and out of their seats engages them at the start. The assessment promotes metacognition by engaging the students in examining their own ideas and seeing the ideas of the whole class. Seeing the different confidence levels of the class can be both a surprise and relief to students. They see that they are not alone in the ideas they have. ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">JogNog

<span style="font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 0px; overflow: hidden;"> || <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">JogNog is a free online tool for teachers. The JogNog database is full of pre-made quizzes and activities for many subjects and topics. The teacher will set up a class and then be able to pick quizzes/activities for the students to do. The students will log in and complete them. JogNog keeps track of the students. The students earn different trophies for what they complete and how well they do. The students are then able to compete with each other in collecting trophies. JogNog also has another feature where the students can compete with the teacher on quizzes.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Materials:
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">JogNog program
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Computers/iPads || <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">JogNog motivates students to do well on the activities and quizzes by turning it into a game. The students are able to compete with themselves and also the teacher. ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Fist to Five

<span style="font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 0px; overflow: hidden;"> || <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Fist to Five allows students the opportunity to quickly indicate their level of understanding of a concept or task. The students will hold up a closed fist (no understanding), one finger (very little understanding), and so on up to 5 fingers (I understand completely and can easily explain it to someone else).

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Materials: <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">No classroom materials needed. || <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Fist to Five encourages even shy children the chance to let the teacher know how they are doing on a concept or task. Students who would not likely ask for help are engaged in a quick activity to show the teacher if they need help. The students who are at a 5 can engage in a discussion with a peer to help the peer better grasp the concept. ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">First Word/Last Word

<span style="font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 0px; overflow: hidden;"> || <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">First Word/Last Word is a variation of acrostics. Students construct statements about a concept/topic that begins with the beginning letter of a designated word. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">For example <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">P-plants make their own food. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">L- leaves take in water <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">A- animals eat plants <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">N- needs water, sunlight, soil <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">T- the plant cell has a cell <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> wall <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will do this prior to the lesson and after the lesson. After both are done the teacher and the student compare the two. This informs the teacher of what stuck with the students and any misconceptions that still may appear after the lesson.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Materials:
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Pencils
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Paper || <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students become engaged in First Word/Last Word because it switches up the normal way to summarize ideas. It requires them to think creatively. The students then get to see the progress they made during the lesson when comparing the first and last word created. ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Chain Notes

|| <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Chain Notes begin with a question printed at the top of a paper. The paper is then passed around from student to student. Each student responds with one to two sentences and passes it on. Upon receiving the previous “chain of responses” a student adds a new thought or builds on a prior statement. After the paper has made it to each student the responses will be read aloud.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Materials:
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Paper with the printed question at the top
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Pencils || <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students are forced to focus and think hard. Each student has to come up with a new response that adds to or connects to a previous response. This gives the students a chance to examine other students’ ideas and compare them to their own. They build upon their ideas or learn new ideas about the topic. ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Problem of the Day

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> || <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Problem of the Day works as a pre and post assessment. The students are given a problem at the start of a lesson. They may or may not know how to solve it (this is okay). At the end of the lesson the students are given the same problem to solve.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Example: <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Find x. 8+2x=80 would be written on the board and the students would try to solve it on their own. After the lesson write 8+2x=80 on the board again for students to solve a second time. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Answer: x=36

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Materials:
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Pencil
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Paper
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Problem of the Day || <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Before the lesson begins the students get a sneak peek of what the lesson will be about. Letting the students try to solve the problem before the lesson forces them to think. Allowing the students another chance to solve the problem at the end of the lesson not only informs the teacher what they know, but it also shows the student. It gives them a chance to self-assess. If they get the problem right they are on the right track. If they get the problem wrong they know they need extra help. ||

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