Assessment for Student Learning

Strategy: Quick Writes

  • Impact: Assessments come in many shapes and forms, but one way to quickly assess a students’ reading comprehension or mastery of a skill, strategy, or content is by having them do a 5-10 minute quick write.
  • Steps/Process: For this assessment strategy, the teacher would ask a probing question at the beginning, middle, or end of the class period. This question can cover whatever strategy, skill, or content-related topic that teacher has previously or plans to teach in the future. By having the students write their responses, students are truly reflection on what they have learned or will learn, and teachers reget a glimpse into the minds of their students–assessing what they really know.
  • Resource 1: Quick Writes according to Harvard
  • Resource 2:  Quick Writes as an Assessment Tool

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StSay Something Cards 2rategy: “Say Something” Cards

  • Impact: “Say Something” Cards have become one of my favorite ways to assess my students’ reading comprehension. This powerful tool is meant to be used in a group setting, where students are collaboratively assessing their peers’ reading comprehension.
  • Steps/Process: This assessment can be done in many different ways. One way is to have students read a text together, then individually use Say Something stems to share out ideas and thoughts about what they just read. Another way is to use the poker cards, in each student flashes a card to another student, who then has to do what the card says (i.e. make a prediction, ask a question, clarify, etc.) This resource can be glued into a interactive notebook to be used on a consistent basis.
  • Resources 1: Say Something Poker Cards
  • Resource 2: Say Something Cards All 6 on 1 page

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Strategy: Conferring with Students

  • Impact: Conferring is quite possibly one of the most impactful strategies a teacher can use to delve deep into the minds of students of all grade levels. Quite simply, conferring is a one-on-one conversation in which the teacher strategically questions and probes students to discover what they know, need to know, and what how they can intellectually take them to the next level.
  • Steps/Process: 
    1. Compile a list of conferring questions to ask students based on the unit of study and strategies being taught.
    2. Create a system in which conferring is documented and can be used as data.
    3. Based on the strategy and genre being taught, begin intentionally questioning students based on the what they are learning.
  • Resource 1: Make Conferring a Habit
  • Resource 2: Video: Conferring with Students

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Strategy: Exit Tickets

  • Impact: Exit tickets are a great way to formatively assess whether your students have collectively mastered a skill or strategy.
  • Steps/Process: As the class period comes to a close, a question based on the lesson can be posed to the class collectively. The students can answer the question a sticky note and post it to a door, anchor chart, white board, window, anything! Along with answering the question, students can also ask a question if they are confused on a concept. To keep anonymity, names can be written on the back of the sticky note. If technology is available via Chromebooks or students’ personal phones, Google Classroom can also be used as an exit ticket to submit responses or ask polling questions.
  • Resource: Article: Checking for Understanding
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