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50+ Formative Assessment Strategies for Active Student Engagement
These strategies provide opportunities to gather evidence of student learning in any discipline. Information
gleaned can be used to provide student feedback and to guide future instruction. They are designed to actively
engage students in the learning process. Most are presented as “no fuss/low-tech” strategies, but, because
they are highly adaptable, they easily can be augmented with various technology tools.
Acrostic Summary
Choose a key word from a lesson. Direct students to write a word or phrase related to the lesson topic
for each letter of the word. The finished product will be an acrostic that summarizes some of the
vocabulary/ideas/concepts from the lesson. Variation: Students can draw a picture for each letter.
Affinity Grouping
Form teams of four to six. Ask students to individually brainstorm and write their ideas on sticky notes,
writing one idea per note. One team member collects all the notes and spreads them out on a flat surface.
Working as a team, students arrange the notes into related groups and create a heading for each grouping
that best describes the theme of the group of items. Teams choose a reporter to share with large group.
Variation: Students can draw pictures to represent their ideas.
Analogies
Prompt students, by saying: “A [specified concept, principal, or process] is like ____ because....” Students
can respond orally or in writing, and they can discuss their responses in small groups and/or with the
whole group. Variation: Students can draw pictures to illustrate the analogies.
Commercial Break
Midway through an instructional segment, ask students to stop and reflect on the concepts/ideas that
have just been introduced.




I
I
I
I
changed my attitude/opinion about…
became more aware of…
was surprised/shocked by…
related to…
Responses can be written and/or oral. This activity requires students to make connections using prior
knowledge and experience and encourages them to seek clarification.
Buzz Groups
Divide students into pairs or teams. Pose a question or a problem, or provide a thought-provoking
quotation for students to think about. In their buzz groups, students discuss the prompt for a specified
length of time. A sampling of the discussions that took place can be shared with the whole group, if
desired.
Consensus Placemat
Form teams and provide each with chart paper. Teams should draw the
Consensus Placemat template (see graphic) on their chart paper. Each
person responds to the prompt individually in his/her space, writing
(younger students may draw instead) as many items as he/she can in the
time allotted. Person 1 shares one item he/she has written/drawn.
Teammates discuss the item. If there is consensus, Person 1 records
his/her best synthesis of the team’s ideas in the center of the placemat.
The process is repeated for one or more rounds, with each person in turn
suggesting an idea and recording the team’s consensus.
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Formative Assessment Strategies for Active Student Engagement (continued)
Contemplate and Question
At an appropriate point during a lesson, pause to have students contemplate the information just shared.
Ask: “What questions do you have about …?” and provide adequate wait time to allow questions to come.
This invitation for students to ask questions is framed in a way that is more likely to elicit participation
than the usual, “Do you have any questions?” The phrasing and the wait time together clearly communicate
to students that questions are expected and welcomed.
Digging for Gold
Divide students into teams. Direct students to write on a clean sheet of paper a question about the
discussion topic that they would like to have answered. Students write for one minute in answer to their
own question. Next, students pass their paper to the person on their right. This person reads what is
already written and then writes for one minute about the topic, adding something new. The papers
continue to circulate, and others add notes about the topic. The paper is returned to its original owner
and the owner has several minutes to read and to think about what everyone has added. Finally, each
person shares with his/her team what he/she has learned from the writing activity. Variations might
include having students pass their papers down a row instead of around a table. Also, if students are
sitting at a table, the individuals might rotate while the paper stays at the same place. Another variation
would be for the teacher to pose a question for the students.
Eight Words or Less
Direct students to summarize in eight words or less what they heard, read, or learned from a segment of
instruction. These can be shared out in groups and/or collected by the teacher for analysis. Variation:
Students could draw pictures/graphics to illustrate and summarize what they remember.
Entrance Ticket
As an alternative to the Exit Ticket strategy (see Minute Paper item below), create an entrance ticket
with one question that students must answer in writing upon arrival to class. The teacher uses these
student responses to guide/focus the day’s instruction and to address possible student misconceptions.
Final Word
Students read a short text segment or article and underline or highlight the information/ideas that
resonate with them. Divide students into groups. One student begins by explaining why he/she chose a
particular idea to discuss. Other group members respond to that student. To conclude this round, the
original person has the “final word.” Repeat the process, starting with the next person in the group.
Fishbowl (1)
Select six to ten students to be in the “fishbowl.” The students in the fishbowl form a circle, and the
other class members sit outside the circle. The students in the fishbowl are given a guiding question and
respond in a group discussion. An alternative would be for the students to determine the questions to
which they will respond. The rest of the class observes and records. For example, observers can compose
a T-chart with the responses of fishbowl members and their reactions to the responses. The observers
are given an opportunity to raise questions that remain. Observers may be asked to share notes or to
produce a written summary of the discussion.
Fishbowl (2)
Students are given index cards and asked to write down one question concerning the material just covered
in class. They are directed to ask a question of clarification regarding some aspect of the material that
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Formative Assessment Strategies for Active Student Engagement (continued)
they do not fully understand. When directed to do so (or, at the beginning of the next class meeting if
the question is assigned for homework), students deposit their questions in a fish bowl. The teacher then
draws several questions out of the bowl and answers them for the class or asks the class to answer them.
Variation: Use an open box instead of fish bowl and call this “Thinking Out of the Box.”
Focused Listing
Pose a question or a problem. Students work individually to list as many ideas as they can in a specified
period of time. The lists generated can be shared with a partner or with a small group, or a sampling from
several individuals can be shared with the whole class. Variation: Students could draw pictures or create
graphics to represent their ideas.
Four Corners
Post questions, vocabulary words, or concepts in each of the corners of the room. Assign each student to
a corner, where the students in that group discuss the focus of the lesson in relation to the question,
vocabulary words, or concept. Students may be asked to report out, or they may be directed to move to
another corner and repeat the discussion. A follow-up writing assignment can encourage students to
reflect on what they have learned or how their opinions may have changed as a result of the discussions.
Gallery Walk
Post chart paper on the walls around the room. Have students use sticky notes to answer questions about
the lesson that require critical thinking. Allow students to use some time during the lesson to take a
gallery walk. Variations: Music can be played at the beginning and end of the activity. Students can use
markers to write directly on the chart paper. They can draw pictures/graphics to represent their ideas.
GIST (Generating Interaction between Schemata and Text)
This strategy supports comprehension of informational text and is particularly effective for students
who are having difficulty with comprehension. Divide the class into groups and designate a facilitator and
recorder for each group. Assign a selection from a text for each group to read. Tell the students whether
they are to read the text section by section or paragraph by paragraph. Each group member reads the
assigned material silently. When all have finished reading, the facilitator leads the group in discussing the
meaning of the section/paragraph and identifying the main points. Working together, the group members
compose a summary sentence of each section/paragraph. The recorder writes down the summary sentence
and reads it out loud to the group. When the group is satisfied with the group’s summary sentence, each
group member writes the sentence on his/her own paper. Continue the process with the next
section/paragraph. Circulate among the groups to monitor and to provide support. Periodically, ask groups
to share their summary sentences with the whole class in order to check for accurate comprehension.
Each group member ends up with a concise summary of the text selection.
“I Have, Who Has?”
Create a set of cards on which you have written vocabulary terms, math problems, or other prompts.
Include definitions/solutions and answers. Each student receives a card and seeks to find the person with
the matching card. The pairs then discuss the information on the cards.
Human Graphs/Line-Ups
Ask students a question with several possible responses and have them form lines corresponding to their
chosen answers. The length of the lines can be compared to a “bar graph” that helps students to visualize
the varying number of people who fit into each category. For example, as an icebreaker, students can
form lines, one for each month of the year, to show in which month their birthday falls. Or, they can line
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Formative Assessment Strategies for Active Student Engagement (continued)
up according to the season in which they were born. As a variation to forming lines while standing,
students can go to the gym, or outside to the playground or parking lot, and lie down head to toe to form a
“bar graph” illustrating the number of people who correspond to each possible response. This activity
lends itself well to reinforcement of mathematical concepts, but it also can be used in any content area in
which students can benefit from taking an abstract concept and translating it into concrete terms.
Jigsaw
Divide class into teams of four to five members. Each group member reads and studies an assigned or
self-selected section of information, then teaches what he/she has learned to other members of the
group. Afterwards, each team member quizzes the other members of the group about the information
he/she has taught until satisfied that all know the information thoroughly. Reconvene the whole class for
review to ensure accuracy of understanding.
Keeping Up With the Neighbors
At a point during a note-taking activity, each student is directed to look at his/her neighbor’s page of
notes to see what he/she wrote. If that person wrote down the X points that were just mentioned, the
student congratulates the neighbor and raises his/her own hand. If the neighbor’s notes are incomplete,
the student tells him/her what the missing items are, the neighbor adds those points to the notes, and
then both students raise their hands. When everyone has his/her hand raised, briefly verbally quiz the
students, or have the students quiz each other. Provide further clarification as needed.
Knowledge Sharing
Provide students with a handout that has prompts related to material in the lesson (e.g., words to define,
people to identify, multiple-choice or fill-in-the blank questions). Students answer as many as they can
while working alone. Then they move around the room to find someone who can answer those items they do
not know. Reconvene the class and review the answers. Variation: Students can compare responses in small
groups instead of moving around the classroom.
Learning Cells – Dyads and Triads
Students alternate asking & answering questions on commonly read materials.
Dyads
Students read an assignment and write questions dealing with major points. Students are randomly
assigned to pairs. “A” asks the first question for “B” to answer, and then they switch roles. The teacher
circulates, giving feedback, providing clarification, and asking or answering questions.
Triads
Divide class into teams of three members. Pass out a set of question cards to each team. Team member
“A” reads each question, “B” responds to each question, and “C” clarifies, paraphrases, and summarizes.
For next cycle, team members switch roles. The teacher circulates, giving feedback, addressing
misconceptions, and asking or answering questions.
Minute Paper/Half-Sheet Response/Quick Write or “Sneeze”/Response Cards or Exit Cards
The Minute Paper strategy can be done at any time during a lesson. Allow one minute or so for students to
write a response to one or more open-ended questions or to summarize main points from a lecture or a
reading. A similar strategy is Half-Sheet Response. In this case, the student writes his/her response on
half of a sheet of paper in order to limit the space for the response so that it is kept relatively brief. For
the Quick Write or “Sneeze” activity, allow students to write very briefly about what they heard, read, or
learned. For the Response Cards or Exit Cards strategy, end class a few minutes early and hand out an
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Formative Assessment Strategies for Active Student Engagement (continued)
index card to each student. Ask them to answer one or two questions, such as “What was the most
important thing you learned in class today?” and/or “What important questions remain unanswered?” Use
this information as the starting point for your next class. Variations: Students could draw pictures or
create graphics instead of or in addition to writing their responses. As another variation to use at the
beginning instead at the end of a class period, see the Entrance Ticket item presented in this collection.
Misconception Check
Present students with common or predictable misconceptions about a topic or concept. Then ask them
whether they agree or not, and why. This can be used as a pre- or post-learning strategy.
Muddiest Point
Ask students to write down the “muddiest point” (what was unclear for them) in the lesson so far. Their
responses can be collected on sticky notes placed on chart paper at a break in the lesson or as they exit
the room. The teacher uses these student responses to guide/focus the next segment of instruction and
to address possible student misconceptions.
Musical Mixer
Alert students that music will begin playing in 10 seconds. Direct them to start walking around briskly
when they hear the music, to stop when the music stops, and to wait for further directions from the
teacher. Directions might include: “Select someone standing near you. Raise your hand if you need a
partner. The person with the longest last name goes first.” This should be followed with a structured
writing, drawing, or discussion activity, such as many of the strategies included in this collection.
Name Drawings
Prepare slips of paper or cards with names of all students in a class. At the beginning of the school day,
ask a student to draw two names. When the first name is drawn, the person whose name is drawn stands
and everyone gives that person a round of applause (Rationale - just for fun, to help learn each names of
others in the class, and to hold students accountable for arriving on time). The other person whose name
is drawn answers a question, either from class members or from the teacher. That person may be allowed
a “lifeline,” which provides them the opportunity to ask another student for help or to look it up right
then. A small prize or favor may be given if the student answers correctly.
NIPS (Noting, Interacting, Prioritizing, and Summarizing)
NIPS is a group strategy to support students’ understanding of informational text. Assign a text or a
selection from a text for students to read, and divide students into groups. Each student reads and takes
notes of important facts and concepts (Noting). Group members meet (Interacting) to discuss the reading
and to compare their notes, and they make a chart of the most important facts/concepts in their section
(Prioritizing). Group members may draw diagrams to illustrate important points. Group members help the
team leader to practice what to report to the whole class (Summarizing). Groups make their reports and
display their visuals.
Non-Verbal Brainstorming
Have students form teams. Each person writes down ideas and places his/her paper in the center of the
table. Each group member adds ideas to the papers of others in the group. Then, each person collects
his/her own paper and adds the ideas that are on his/her paper to a group chart that summarizes their
brainstorming activity. This can be followed by verbal discussion and/or a related writing activity.
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Formative Assessment Strategies for Active Student Engagement (continued)
One Liners/Exit Slips
Ask students to think about ideas that they have developed or insights they may have gained during the
class period. Direct them to write a one-sentence statement that summarizes an idea/insight that they
think is important. Optional: Some may be asked to share their statements with the class or small group.
These may be turned in as an “Exit Slip” as students leave the room.
Paraphrase Partners
Present several key points, on a PowerPoint slide or on the board. Number the points, or color code them
so that the first one is one color and the second one is another color, or mark every other point with a
different bullet shape or icon. Direct students to stand and mix up to find a partner, or they can simply
pair up with someone sitting near them. On a signal from the teacher, the first student paraphrases the
first point, translating it into his/her own words. Then the partners switch roles, and the second student
paraphrases the next point, and so on. If the points are numbered, one person can paraphrase the evens,
the other the odds. If the points are color-coded, one student paraphrases the points printed in one color
and the second student takes the other color.
Polling
Provide a set of options and ask students to select one or more according to some agreed upon criteria.
Students can indicate their choices in various ways, such as by raising their hands; by standing up; by
moving to a specified area of the room; by holding a thumb up (for agree), down (for disagree), or
sideways (undecided or unsure). If desired, follow-up discussion groups can be formed of those who
indicated similar choices (homogeneous groupings) or dissimilar choices (heterogeneous groupings). Note:
Many technology tools are available for recording student responses (clickers, Google Docs, apps, online
services).
Power of Two
Ask a question or pose a problem to the whole class. Students first write down their answers individually
and then pair up with another class member. By putting their heads together, the pairs make a joint list
that is as complete as they can make it. To report out, pairs can join another pair to make a group of four
to discuss their ideas, or pairs can share their ideas with the whole class. Variation: Power of One - One
common goal, one role for each group member, one set of materials (e.g., scissors, paper), one space for
working together.
Quadrant Partners
On a sheet of paper, each individual draws a box that is subdivided into four
quadrants. He/she numbers the boxes 1 to 4, putting a small numeral in the corner.
Ask students to get up, circulate, and partner up with a person they do not know or
haven’t worked with recently. They then write that person’s name in one of the four
quadrants, and that person will write their name in the corresponding quadrant of
his/her chart. Students continue to circulate and identify partners until all boxes on their quadrant chart
are filled. After most students have finished this task, if some students still need a partner, ask them to
hold up fingers to indicate the number quadrant needed. At specified times during the class session, or
over several class sessions, the teacher directs the students to pair up with a specified quadrant partner
for a paired activity. For example, “Find and sit with Quadrant Partner #3 for the next activity.”
Question, All Write
Ask a question and direct all students to make a note of their answers. Then ask, “Who would be willing to
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Formative Assessment Strategies for Active Student Engagement (continued)
read something you wrote?” This goes beyond wait time to provide students with a chance not only to
think but to write. Since students do not have to improvise an answer on the spot and instead can read
what they wrote, more students may be willing to speak up.
Reverse Brainstorming
Brainstorm, using the opposite of the usual approach. For example, instead of brainstorming ways to
reduce pollution, brainstorm ways to increase pollution. This can be followed by a discussion of how the
ideas that were reverse-brainstormed could be used to come up with strategies to address the issue or
solve the problem.
Round Table (or Round Robin)
Form a group of four to five students and determine who goes first. Each group needs a blank sheet of
paper. The teacher poses a question or a problem. The first person writes an idea on the paper and passes
the paper to the next person. Repeat until all members of the group have written down an idea. Continue
until no more ideas are forthcoming or time is up. Teams choose a member to summarize or synthesize the
list of ideas and another member to report out to the whole class. Variation: Round Robin is a similar and
familiar oral sharing strategy that is used for whole- or small-group discussion.
Self-Assessment
Ask students to think about and then assess their own knowledge/skills/understanding with regard to a
topic/issue/performance. This strategy can be used prior to instruction, during, or after—at any
appropriate time in a lesson. Responses can be written, drawn, or verbal, and they can be shared with the
teacher/others, or seen only by the student for his/her own self-enlightenment and goal-setting.
Snowball
Pose a question for the class and ask students to write or draw their answers on the paper provided (use
papers of various colors). Then students make snowballs out of their papers. On the signal, they toss their
snowballs into the air. They pick up a snowball that is a different color from their original snowball.
Volunteers read aloud what is written or share what is drawn on the snowball they picked up. This
strategy is especially useful when it is desirable for responses to be anonymous.
Student Summary of Another Student's Answer
In order to promote active listening, after one student has answered your question, ask another student
to summarize the first student's response. Many students hear little of what their classmates have to
say. Instead, they wait for the teacher to either correct or repeat the answer. Having students
summarize or repeat each others' responses encourages active participation and promotes the idea that
learning is a shared enterprise. Most students will listen more attentively to each other if they think that
they may be asked to repeat a classmate’s comments.
Stoplighting
Students mark each question or item on an assessment or activity with a color. Green indicates “I got it,”
yellow means “I’m not sure,” and red says “I’m lost” or “I have questions.” The teacher uses these colorcoded responses to guide/focus future instruction and to address possible student misunderstandings.
Swap Meet
Place students into teams of 4-6 and ask them to generate ideas or examples related to the lesson’s topic.
Begin the Swap Meet by having students move around the room collecting ideas from others and in turn
sharing an idea from their group. After the allotted time, students return to their own groups to discuss
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Formative Assessment Strategies for Active Student Engagement (continued)
the information they have collected. Variation: As an added step, each group can be asked to evaluate the
information they collected and to select the best ideas to report out to the whole group.
Tape to Tap (into Process Skills)
Select a natural object or other item that is tied to a lesson topic for students to observe and describe
(e.g., rock, leaf, twig, artifact, photo). As a novel writing surface, provide each student with a strip of
adding machine tape to adhere to a sheet of paper or notebook page with masking tape (or they simply can
use a sheet of regular paper). Have students work independently or in a team to record a list of words or
phrases to describe the item. Encourage them to try to fill the tape (or paper) with descriptive words. To
share with the whole group, have a student read his/her list, while other students check off the same or
very similar words on their lists. One student might keep a master list. This activity helps students to
develop critical thinking skills, such as observing, describing, organizing, classifying, analyzing, inferring,
predicting, and evaluating. Follow-up discussions and activities can be used to guide students toward the
learning outcome intended by using this unusual paper to promote creative thinking.
Think Break
At an appropriate time during a lecture or presentation, pause to let students ponder a point just made,
or to consider a quotation just shared, or to think about a specific selection from the text. This individual
reflection time can be followed by forming pairs or small groups to share thoughts, in writing or orally.
Think-Pair-Share/Turn & Talk
Pose a question to the whole class. Provide a minute or two of silence to allow students to collect their
thoughts. Then ask each student to turn to a partner and share thoughts with each other for a specified
period of time. Following the paired discussion, ask a sampling of groups to report out to the whole class.
Variations include: Think-Pair-Square, Think-Write-Share, and Think-Draw-Share.
UPS-Check (Understand, Plan, Solve, Check)
This strategy helps students to self-assess to guide their problem-solving processes, and it provides
formative assessment information for teachers. It is especially useful for mathematics, but can be used
to strengthen problem solving and critical thinking skills in various content areas. For the Understand
stage of the strategy, the students write in their own words what they understand the problem to be. If
they can articulate the problem in writing, they are more likely to really grasp what they are trying to
solve. If not, they may have a reading comprehension issue. For the Plan stage, students devise a plan for
solving the problem and write down the steps they intend to take. They also can use a pictorial
representation to illustrate their plan. For the Solve stage, students explain in writing their reasoning
behind the steps they plan to take to solve the problem. The final stage of the process, Check, requires
students to think about and analyze whether or not their solution is reasonable and logical and whether or
not it leads to a satisfactory (i.e., accurate, practical) result. Checking requires students to demonstrate
that they really understood the problem and can evaluate the effectiveness of the problem-solving
strategies they used. Students can make sketches or drawings at any stage of the UPS-Check process.
This strategy can be used by students individually or as a part of collaborative group work, with different
team members taking the lead for each stage of the process.
Voting
Instead of soliciting a verbal response to a question, ask students to “vote” by raising their hands or
giving another non-verbal signal. Students like to vote on anything! Some examples of voting questions are
the following: “How many have questions they would still like to have cleared up? How many feel ready to
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Formative Assessment Strategies for Active Student Engagement (continued)
move on? How many agree with/disagree with [student name]?" More complex non-verbal responses
(degrees of agreement) might be invited by saying: “If you agree, raise your hand all the way. If you half
agree, raise it half way. If you disagree, point thumbs down.” Students’ readiness to respond can be
determined by saying: “Hold up one finger if you have an idea but do not want to answer. Hold up two
fingers if you are willing to respond aloud but are not all that sure of your answer. Hold up three fingers
if you are fairly sure and are willing to respond. Hold up your fist if you have no idea.”
Whip or Wraparound
This is a strategy for sharing with the whole class the ideas of individuals or the ideas generated by small
groups. Go quickly around the room, asking each individual or a reporter from each group to share one
idea. Students should avoid repeating an idea that has already been stated, so this activity requires
careful listening. You may consider allowing a “pass” if the individual or the group has no new ideas to add,
as might happen for the individuals or the groups that are the last ones to report out.
5-3-1 Summary
At the end of a lesson, each student writes five key words related to the lesson. In small groups, the lists
are shared and the group selects three key words. The groups’ lists are shared with the whole class, and
the class selects one key word to represent the main idea of the lesson.
3-2-1 Summary
At the end of a lesson, direct students to pick three main ideas, two points to ponder, and one action to
take immediately. Students can record these in their learning logs and/or share their responses with the
whole group in a quick Whip activity (see above).
Selected Sources:
These strategies are adapted from a multitude of anonymous teachers who have used variations of
formative assessment and active learning strategies over the eons, and from:
Allen, R. H. (2002). Impact Teaching: Ideas and Strategies for Teachers to Maximize Student Learning.
Black, P., Harrison, C., Lee, C., Marshall, B., & William, D. (2003). Assessment for Learning: Putting it into practice.
Berkshire, England: Open University Press.
Caine R. N., Caine, G., McClintic, C. & Klimek, K. (2004). 12 Brain/Mind Learning Principles in Action: The Fieldbook for
Making Connections, Teaching, and the Human Brain. Thousand Oaks, CA: Corwin Press.
Davis, B. G. (2009). Tools for Teaching (2nd Edition). San Francisco: Jossey-Bass.
Hanna, G. S., & Dettmer, P. A. (2004). Assessment for Effective Teaching: Using Context-Adaptive Planning. Boston,
MA: Pearson/ Allyn and Bacon.
Harmin, M, (1994). Inspiring Active Learning: A Handbook for Teachers. Alexandria, VA: Association for Supervision
and Curriculum Development.
Herrell, A. & Jordan, M. (2002). 50 Active Learning Strategies for Improving Reading Comprehension. Upper Saddle
River, NJ: Pearson/Merrill Prentice Hall.
Jensen, E. (2005). Tools for Engagement: Managing Emotional States for Learner Success. San Diego, CA: Jensen
Learning.
Just Science Now! (n.d.). Assessment-Inquiry Connection. http://www.justsciencenow.com/assessment/index.htm
Kagan, S. (1992). Cooperative Learning. San Juan Capistrano, CA: Resources for Teachers, Inc.
Michaelsen, L. K., Sweet, M., Parmalee, D.X. (2008). Team-Based Learning: Small Group Learning’s Next Big Step. New
Directions for Teaching and Learning Series, no. 116. San Francisco: Wiley Periodicals.
Paterson, K. (2009). Text Me a Strategy. Ontario, Canada: Pembroke Publishers.
Silberman, M. (2006). Teaching Actively. Boston: Allyn and Bacon.
Sara Simmons, Ph.D., UNC Pembroke
Please do not duplicate without permission (sara.simmons@uncp.edu).