Formative Assessment
Assessment for Learning
Resources from NSTA
Chain Notes
HOW:
 Each student
responds in 1-2
sentences to a
question, then passes
the paper to the next
student.
 The next person
then adds to the
‘chain’ of responses
WHY:
 Allows students to
draw on their own
ideas and examine
others’ thinking
 Can reveal the
extend to which
students have robust
understanding
Example Chain Note
What are the purposes of assessment?
 What is ‘formative’ assessment?
 What is ‘summative’ assessment?
 How are assessment and instruction
related?

Agree & Disagree Statements
HOW:
 Students are
provided a list of
statements, some of
which are
scientifically accurate
or misconceptions
 They indicate
whether they agree
& why
WHY:
 Encourages
metacognition
 Helps foster respect
for evidence &
testing claims
 Leads naturally to
students investigating
the ideas
Sample A & D Statement
Statement
1. Larger magnets are stronger
than smaller magnets.
_____ agree
_____ disagree
_____ it depends on
_____ not sure
My thoughts:
How can you find out?
Card Sorts
HOW:
 Words or pictures
are put on a set of
cards
 Students sort these
into groups based on
their pre-existing
ideas
WHY:
 Students access prior
knowledge and make
their thinking explicit
 Can identify
misconceptions or
explore ‘gray areas’
 Allows students to
revisit their ideas
Sample Card Sort
Diagrams of configurations of a battery,
bulb and wire
 Students are asked to sort into
configurations they think will light or not
light

Concept Cartoon/Friendly Talk
Probe
WHAT:
 Characters argue about
an everyday situation
 The scientifically
acceptable viewpoint is
included, as well as
misconceptions
 The alternatives are
given equal status
WHY:
 Students develop
confidence and trust in
making their viewpoints
public (focus on the idea
or perspective)
 Reinforces the value in
considering alternative
explanations
Example Concept Cartoon
Example Friendly Talk Probe
Four kids build a snowman. One starts to
put a coat on the snowman…
Doug: Don’t put that on the snowman– it will
make him melt!
Ben: I think it’s OK– it will keep him from
melting.
Ralph: I don’t think it matters either way.
With which friend do you agree? Why?
‘Commit & Toss’ Variation
Students answer anonymously in writing–
they commit to an answer
 Students then toss their answers out and
retrieve a paper from the pile
 In small groups, they share and compare
the answers given and reasoning, then try
to come to a consensus

‘Sticky Bars’/Graph variation
Students place a post-it next to the
answer they chose (or the one the
person whose paper they picked up
chose) to create a bar graph of the class’s
ideas as a whole
 *Can also be accomplished using Mouse
Mischief to create the graph

Using Concept Cartoons
A quick Google
search for images of
‘concept cartoons’
will yield several
examples
 You can also
purchase the
collection:
http://www.millgateh
ouse.co.uk/tag/conce
pt-cartoons

As an alternative, you
can use web-based
tools to make your
own!
 http://www.makebeli
efscomix.com/Comix
/
