TSL 3010

TSL 3010 LINKING THEORY TO PRACTICE
FORMATIVE ASSESSMENT
***27/02/2014
GROUP 1: MARIA JAMES CHAYAK MITHRAROOBINI JEGANATHAN SANKARI PARAMASIVAM SITI NOOR WAHIDA YOGESWARY GUNASEGARAN
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." Educational consultant, Rick Stiggins.
Formative assessments help us differentiate instruction and thus
improve student achievement.
WHAT IS A FORMATIVE ASSESSMENT?
Formative assessment is assessment FOR learning, not OF
learning
It is an on-going process used during instruction
It informs decision-making for future teacher instruction and student
learning tactics
Formative assessments are part of the learning, they need not be graded
as summative assessments (end-of-unit exams or quarterlies, for example) are.

They serve as practice for students, just like a meaningful homework
assignment.
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.
WHEN TO (OR HOW OFTEN)
Once or twice during a class period Midway and at the end of a class period
Every time you switch a topic

At the end of your students focus time Any time you see you sense uncertainty, or confusion in students
FORMATIVE ASSESSMENT STRATEGIES
Make a connection
Turn and Talk
Stop and Jot
Quick Writes
A quick write
One minute essay
Four corners (modified and traditional)
Pinch cards
MAKE A CONNECTION
After a mini-lecture, class discussion, text reading, video, or PowerPoint Have students make their own connections and share with the class Compare two characters, two books, two authors styles Note a sequence
Predict a future outcome

Recognize a cause or effect
Make a text-to-self, text-to-text, text-to-world connection
Suggest a characters motivation
TURN AND TALK
Whoever explains learns, David Sousa.

Provide multiple opportunities for students to explain what they are learning
Guide assigned Learning Partners to interact through a daily (TurnnTalk). If
need be, hold partners accountable for staying on task by requiring a written task to be completed by each student
STOP AND JOT

Stop n Jot can be a very useful strategy in order to monitor text that you are reading. Its very simple and doesnt take much time.
Take one of the sentence stems listed below and finish it off with your own thought regarding
what you have read.

By doing this, you are focusing your attention onto the text and self-evaluating to make sure
youre not confused.
I think I can picture I wonder. I predict I understand
I dont get If I was (character), I would This reminds me of. I hope
QUICK WRITES
Quick Writes involve asking a question, giving people a set amount of time for
responding (usually between one to ten minutes), and either hearing or reading the responses. The quick write can be modified endlessly, depending on circumstances.
critical thinking warm-ups: use the quick write at the start of a class to get students
focused on a new concept, or the material from last class, or preparatory reading material, etc.
student-directed quick writes: have students lead the quick write session, having
prepared a question in advance and thought through a method for fielding the responses
class-closers: as with the warm-ups, use the quick write to prompt reflection
through summary, synthesis, explanation, a question
A QUICK WRITE
Promotes spontaneity and freedom in writing.
Encourages writing as a habit or practice. Promotes critical thinking and focus. Gives students time to collect thoughts before verbalizing to others. Saves time for instructors since quick writes do not necessarily have to be read by the latter.
Students can respond verbally from their quick writes (reading directly or using the piece as a touchstone) or get peer response in groups.
Provides a basis for collaborative peer work Students can also DRAW instead of write
ONE MINUTE ESSAY
The One-Minute Essay can be used at the beginning (or end) of a class to help
students focus on the matter at hand and get them thinking.

Ask them to summarize the main point of the last class (providing a bridge to the
current lesson) or summarize a reading. The point is to get them writing/thinking immediately.
Have them exchange their One-Minute Papers with a partner and ask for a follow-up
quick write that synthesizes the views.
Ask for a few randomly-selected samples and discuss them. Look for accuracy, precise language, and conciseness. Ask them what do you mean? At the end of class, they can be used to summarize the information learned. You can
take them up and quickly group students by readiness for the next day or clear up any misconceptions.
FOUR CORNERS (MODIFIED)

In a four corners classroom, the instructor thinks of four or more options concerning
a particularly controversial topic OR four options about the students level of understanding.
At any time in the class, students can be asked to choose a corner of the classroom
that relates to how well they understand the lesson (Ive got it. I have one question. Im confused. Im lost) Students then briefly discuss what they understand, what their question is, where they got lost.
The teacher can ask students to share with the class or quickly visit each corner to
see what additional instruction needs to be done.

This can be sued for immediate intervention and for placing students in readiness
groups for the next lesson.
FOUR CORNERS (MODIFIED)
If about a controversial issue, the instructor labels the four corners of the classroom
with these options. For example, the options could range from strongly agree, agree, disagree, and strongly disagree.
The instructor hands out 35 cards to each student and asks them to jot down their
choice on one side of the card and, when asked, to read out their choice.
After making their choice, students will be required to write out the reasons for their
choice on the other side of the card. Students could be allowed four or five minutes to do so.
The instructor then asks them to gather in the corner of the room that corresponds to
their choice.
In each corner, students form groups of three or four each, to discuss the reasons
for selecting a particular choice.

After two or three minutes of discussion, students could be randomly called on one at
a time to give simple, one sentence statements supporting their choice.

The instructor then clears up any misconceptions.
PINCH CARDS
On a large notecard, write four levels of understanding in student friendly terms, one
on each corner. At any time during the lesson, ask students to PINCH their level of understanding on the card and hold them where you can see them.
I could teach this.
Ive almost got it.
Im a bit confused.
Im lost.
CONCLUSION
Both the teacher and the student use formative assessment results to make
decisions about what actions to take to promote further learning. It is an ongoing and dynamic process that involves far more than frequent testing.

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TSL 3010 LINKING THEORY TO PRACTICE

improve student achievement.

WHAT IS A FORMATIVE ASSESSMENT?

Formative assessment is assessment FOR learning, not OF

as summative assessments (end-of-unit exams or quarterlies, for example) are.

WHEN TO (OR HOW OFTEN)

Every time you switch a topic

FORMATIVE ASSESSMENT STRATEGIES

Turn and Talk

Stop and Jot

One minute essay

Four corners (modified and traditional)

Predict a future outcome

Suggest a characters motivation

TURN AND TALK

Whoever explains learns, David Sousa.

STOP AND JOT

what you have read.

youre not confused.

I think I can picture I wonder. I predict I understand

I dont get If I was (character), I would This reminds me of. I hope

through summary, synthesis, explanation, a question

Promotes spontaneity and freedom in writing.

ONE MINUTE ESSAY

students focus on the matter at hand and get them thinking.

quick write that synthesizes the views.

FOUR CORNERS (MODIFIED)

see what additional instruction needs to be done.

groups for the next lesson.

FOUR CORNERS (MODIFIED)

for selecting a particular choice.

a time to give simple, one sentence statements supporting their choice.

I could teach this.

Ive almost got it.

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