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Tag Archives: formative assessment

Proof of Concept Study Now Known as NC Check-Ins


Last school year, North Carolina operated a proof of concept study to try a new assessment process for elementary and middle school students. This proof of concept – now called NC Check-Ins – relies on three shorter, interim check-in assessments plus an end-of-grade assessment to gauge student learning and progress. Teachers say they appreciate the Check-Ins because they provides them ... Read More »

Write – Rate – Revisit

question mark

Great teachers are always looking for ways to gauge their teaching in terms of what they can do better or gaining a better understanding of what students need.  This instructional strategy provides teachers with this information. Step 1:  Introduce the topic that students will be learning about. Step 2:  Tell students to write three things they expect to learn about ... Read More »

Get Live Snapshots & Give Instant Feedback with Formative

Screenshot of a math problem

Move over, Socrative and Kahoot! — there’s a new kid on the block.  Formative assessment tool, Formative, is designed to allow teachers to collect and view student responses to formative assessment questions in real time — providing teachers and students alike the ability to provide real-time feedback.  What’s more, Formative allows you to search content aligned to Common Core and many ... Read More »

3-2-1 – A Reflection and Summarizing Strategy

Teacher talking to class

This strategy provides a structure for students to record their own comprehension and summarize their learning. It also gives teachers the opportunity to identify areas that need re-teaching, as well as areas of student interest. Click here to learn more! Read More »

I Have the Question. Who Has the Answer?


The teacher makes two sets of cards. One set contains questions related to the unit of study. The second set contains the answers to the questions. Distribute the answer cards to the students and either you or a student will read the question cards to the class. All students check their answer cards to see if they have the correct ... Read More »


Student on laptop

In two minutes, students recall and list in rank order the most important ideas from a previous day’s class. In two more minutes, they summarize those points in a single sentence. Then, they write one major question they want answered. Finally, they identify a thread or theme to connect this material to the course’s major goal. Read More »

The Muddiest Point

sticky notes

This is a variation on the one-minute paper, though you may wish to give students a slightly longer time period to answer the question. Here you ask (at the end of a class period, or at a natural break in the presentation), “What was the “muddiest point” in today’s lecture?” or, perhaps, you might be more specific, asking, for example: ... Read More »

The 3-Minute Pause


The Three-Minute Pause provides a chance for students to stop, reflect on the concepts and ideas that have just been introduced, make connections to prior knowledge or experience, and seek clarification. After reading or discussing a particular concept, provide students with one or more of these sentence starters, and give them time to process their reactions through writing. I changed ... Read More »

What Else? A Simple and Effective Strategy to Improve Assessments

Sometimes students understand content, but they struggle with the way a test question is worded or the Tier II vocabulary in either the question or the possible multiple choice answers.  Other students have test anxiety and become overwhelmed by assessments, especially those they consider important. One simple strategy that can help alleviate student anxiety and can help the teacher recognize ... Read More »

Squaring Off and Four Corners

Squaring Off and Four Corners are two instructional strategies that have been utilized and modified for years by good teachers.  These strategies coupled with opportunities for collaboration, high-level questioning, writing, and reflection can serve as powerful ways to engage your class in a new topic, an ambiguous concept, or a controversial subject.  These strategies can also be used as a means ... Read More »