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Why?

To provide feedback, monitor learning, identify gaps in knowledge or experience, to adjust instruction, content or techniques

When?

During the learning experience

How?

Assess students with:

• Analogy Prompts

Periodically, present students with an analogy prompt: A designated concept, principle, or process is like __________because _______________.

• with resources, templates and tools

• (CATs) and of CATs and Examples

• A and view a

Any form of graphical organizers which allow learners to perceive relationships between concepts through diagramming key words representing those concepts.

• and

A form of reflection immediately following an activity

• and an with Student Assignments

• and view a

Exit cards are written student responses to questions posed at the end of a class or learning activity or at the end of a day. This activity can easily be changed to an Entrance Ticket.

• and view an and a detailed

Teachers write specific concepts on hexagon-shaped cards, then move them adjacent to one another in order to reveal relationships and connections between concepts. Once the hexagons are arranged, the students then use connection arrows to show intersections between and among central ideas. The teacher can prompt students to explain their thinking in written or oral form.

• Idea Spinner

The teacher creates a spinner marked into 4 quadrants and labeled Predict, Explain, Summarize, Evaluate. After new material is presented, the teacher spins the spinner and asks students to answer a question based on the location of the spinner. For example, if the spinner lands on 'Summarize', the teacher might ask, “Can you list the key concepts just presented?”.

• Individual Whiteboards

Present students with common or predictable misconceptions about a designated concept, principle, or process. Ask students whether they agree or disagree and to explain why.

• Observations

• One-minute Paper and for a 1-minute paper

A focused question with a specific goal that can, in fact, be answered within a minute or two.

• Peer and Self-Assessments

• and sample outline

Based on the Japanese method of presentations with 20 slides x 20 seconds

• Portfolios, and and and to Build Portfolios

A portfolio is a purposeful collection of a significant work, carefully selected, dated and presented to tell the story of a student’s achievement or growth in well-defined areas of performance, such as reading, writing, math, etc. A portfolio may include personal reflections where the student explains why each piece was chosen and what it shows about their growing skills and abilities.

• Live

• Questioning

Bloom's Revised Taxonomy and and with

Costa's Levels of Questions and

• Reflection

or blog

DEAL Model for Critical Reflection Assessment

with prompts, activities and rubrics

Experiential Learning and Reflection

• discussion

• Simulations

• and a

Teachers (or students) create questions related to a concept, then engage in student-led discussion to ask questions, agree or disagree thoughtfully, use textual evidence to support their assertions, engage individuals or the whole group in discussion, or seek clarification.

• and an and a explainer

The 3-Minute Pause gives students time to stop, reflect on the concepts and ideas that have just been introduced, make connections to prior knowledge, learning or experience, and see clarification. Sentence prompts can be: I changed my attitude about. . . I became more aware of . . . I was surprised about. . . I felt. . . I related to . . . I empathized with. . .

• in Student-Led Seminars and a explainer

An image composed of words used in a particular text or subject, in which the size of each word indicates its frequency or importance.