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Raising hands is bad? Really?

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Great Interview about Formative Assessment

Franki Sibberson chats with Jennifer Serravallo about formative assessment in this podcast. Jennifer is the author of The Literacy Teacher’s Playbook, Grades 3-6: Four Steps for Turning Assessment Data into Goal-Directed Instruction.

In the interview, Jennifer makes an important point. “Too often — I was guilty of this myself, too — but too often I see this kind of assess, score, stack on the desk.  It’s like this assess, score, and pile it away cycle, where we’re doing all this collecting, but it’s really a dead end, and then assessments become burdens to the teacher because there’s really no point to that kind of assessment.  So instead I think that teachers need to assess only when they have time to and interest in evaluating that assessment and then it has to lead to teaching.”

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Exit Slips and Appointments

Exit Slips are written responses to questions the teacher poses at the end of a lesson or a class to assess student understanding of key concepts.  They should take no more than 5 minutes to complete and are taken up as students leave the classroom.  The teacher can quickly determine which students have it, which ones need a little help, and which ones are going to require much more instruction on the concept.  By assessing the responses on the Exit Slips the teacher can better adjust the instruction in order to accomodate students’ needs for the next class.

Admit slips are exactly like Exit Slips, but they are done prior to or at the beginning of the class.  Students may be asked to reflect on their understanding of their previous night’s homework, or they may reflect on the previous day’s lesson if the question required a longer response time. Exit and Admit Slips can be used in all classes to integrate written communication into the content area.

3-2-1 Exit Slip

Links on Exit/Admit Slips:

Readingrockets:  Exit Slips

http://www.readingrockets.org/strategies/exit_slips

AdLit.org: Exit Slips

http://www.adlit.org/strategies/19805

Writing Across the Curriculum: Entry/Exit Slips

http://writing2.richmond.edu/wac/entrexit.html

Exit Slips: Effective Bell-Ringer Activities

http://www.teachhub.com/news/article/cat/14/item/377

Admit Slips and Exit Slips

http://literacy.kent.edu/eureka/strategies/admit_slips09.pdf

The Appointment Clock is a simple strategy in the formative assessment process that can be embedded within a lesson.  The teacher directs students to find thee people with whom to schedule appointments at the quarter hour, the half hour, and the 45-minute mark. The teacher begins the lesson and provides information to move students to higher-order thinking.  The teacher determines the stopping point and asks students to meet with their quarter hour appointment to discuss their thinking about a couple of questions the teacher has posed.  The teacher walks around and listens to the conversations taking place between partners, noting any misconceptions or misunderstandings.  The teacher uses this information to adjust instruction by redirecting the next segment of the lesson.  Students meet with their half hour appointment and the teacher conducts the same informal observation and adjusts the third section of the lesson.  Students continue this process until the lesson is complete.  By structuring a lesson in the manner, the teacher is able to determine the current level of understanding for the class and for individual students, and make immediate adjustments to instruction to assist students in their learning.

Appointment Clock Buddies 
http://www.teamstraus.com/SchoolDaysBorder_files/Teacher%20Farm/clockbuddies_Lower_El.pdf

Appointment Clock Partners
http://www.ronnashandassociates.com/pdfs/Appointment%20Clock%20Partners.pdf

Reference: http://wvde.state.wv.us/teach21/ExitAdmitSlips.html

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Assessment for Learning

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Formative Assessment

Formative Assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes.

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