Embedding Formative Assessment
An effective school is little more than a school full of effective classrooms
Variability at the classroom level is up to 4 times greater than at school level.
It is not the class size
It’s not the between-class grouping strategy
It’s not the within-class grouping strategy
It’s the teacher that makes all the difference.
An excellent teacher takes 6 months to teach what a poor teacher takes 2 years to teach!
The Big Idea
The Big Idea of formative assessment can be expressed in the following way:
Formative Assessment Strategies
Stuck board
No grade marking
+ = - Marking (for improvement)
No hands up rule – questions only
ABCDE Cards
Plan quality questions
Wait time for questions
Hinge questions
Come back questions
Closed v Open Questions
…yes but if you did know what would you say‟
Red / Green disks
Coloured cups
Green teaches red
Basketball questions not table tennis questions
Loop questions
Hotseat questions
Mini white boards
Names on lolly sticks to generate students for answers
Ask 3 before the teacher
No teacher answers for the whole lesson – use students as learning resources
Not giving the complete solutions
Information jigsaws – essays/gradings etc
Writing frames
Traffic lights
Timed assessments
Student review
Post it notes on a continuum
Class vote
Entrance ticket
Exit cards
Phone a friend
Carousels for student marking
Homework help board
Best composite answer – from group work
Students end of lesson summary
Gots and needs
Parking lot for questions