Formative Assessment
Kristina J. Doubet, UVA
Adapted by Joyce Stone
Formative assessment is also referred to as on-going
assessment. As you explore formative assessment,
try this….
Table Talk Activity
Work Alone / Work Together
Alone:
Think back over your previous learning experiences, in or outside of
school. Identify the best feedback system you ever encountered. What
were the characteristics of the feedback that made it so effective?
Together:
Share with your tablemates your previous learning experience that
incorporated the best feedback system you ever encountered. As a
table, create a list of generalizations that finish the prompt, “The best
feedback systems…”
Pre-Assessment

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Administer during previous class period for most
comprehensive information.
Keep the diagnostic in nature in mind.
Include some “tricky” questions to see who’s really
got it.
Results: Group students by readiness as indicated
above.

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Group A – Firm grasp of definitions and use/application
Group B – Firm grasp of definitions but struggled with
application
Group C – Struggled with both definitions and application
Ongoing Formative Assessments
Why must I discover where students are in
relationship to my curriculum and learning goals.
Easy Strategy for Assessing Student
Understanding…
EXIT CARDS
EXIT CARDS
Exit Cards are used to gather information on student readiness
levels, interests, and/or learning profiles.
The teacher hands out index cards to students at the end of an
instructional sequence or class period. The teacher asks the
students to respond to a pre-determined prompt on their index
cards and then turn them in as they leave the classroom or
transition to another activity.
The teacher reviews the student responses and separates the
cards into groups depending on the anticipated need for
differentiation.
Exit Cards: Science
Name:



Draw the earth’s orbit around the sun.
Briefly explain what causes the seasons.
Use illustrations, if necessary.
How have your opinions about this topic
changed? What questions do you still have
about”?
Exit Cards: Perspective
Name:



Define “perspective.”
Explain the varied “perspectives” in To Kill
a Mockingbird.
Can you think of another context in which
you have studied perspective?
Exit Cards: History
Name:

Name 3 factors that contributed to the
United States’ involvement in Vietnam.

Briefly explain what you believe to be the
most significant of these factors and why?
Exit Cards: Algebra

Name:

Draw a graph & label the “x” and “y” axes
Graph a line with the endpoints (3,5) (7,2)
Graph a line with the endpoints (-3,-5) (7,2)
Provide two ways of writing the equation for
a line

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Exit Cards: Spanish
Name:



Write the endings for regular –er verbs:
List three regular –er verbs that you know
of:
What questions about –er verbs do you still
have?
3-2-1 Cards
Name:
 3 things I learned today about…..
 2 questions I still have/ am confused
about…..
 1 thing I would like to learn more
about…..
Another Alternative….
ENTRY CARDS
Explain a Key Idea/Concept
ENTRY CARD
Name: ____________
Period:_____

What is a …………….

Give at least two examples of …………….

Explain why we…………..
Frayer Diagrams
TOPIC or CONCEPT
DEFINE IT
LIST EXAMPLES
GIVE IMPORTANCE
LIST NON-EXAMPLES
You can
change the
category titles
to suit your
instructional
needs.
Social Studies Example
Political System:
Totalitarianism
DEFINE IT
IDENTIFY EXAMPLES
IMPORTANCE
LIST NON-EXAMPLES
Character Traits in Literature
POWER
Where Do
you have it?
Characters in the
book who had it:
Where do you
lack it?
Characters in the
book who lacked it:
Matrix: Like and Unlike
In each square, list something that the leader in the two coordinate boxes
share that the other two leaders do not. Where a person intersects with
him/herself, you must list something unique to only him/her.
Jefferson
FDR
Kennedy
G.W.
Bush
Something else JFK
and Jefferson share
that FDR and Bush
don’t
Jefferson
FDR
Kennedy
G.W.
Bush
Something JFK and
Jefferson share that
FDR and Bush don’t
Something
unique to
Bush
Think-Pair-Share
Art by
Holly
Hertberg
Windshield Check

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CLEAR – “I get it!”
BUGS – “I get it for the most
part, but I still have a few
questions.”
MUD – “I still don’t get it.”
Alternative Method:
Thumbs-up/Wiggle palms/Thumbs down
Graffiti Wall

Similar to “Four Walls” (remember – “Mooove!”)
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Students move in small groups to respond to
different questions with new material.
Great way to pre-assess and end activities
Another Option – “Roundtable”
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One pencil and piece of paper per small group
Group members write one idea and pass; no
talking, but may pantomime
Help Cards/Stations
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In one study, high school students attributed
increased success to an atmosphere which
encouraged students to ask for help, as well as
opportunities to do so.
Help cards – hold up at designated times, or as
needed
“Self-Help Groups” – Students self select to hear
info another way or to work with a new application
Which methods
of formative
assessment
have you
experienced?
Think Tank
Which would
you like to try?