Formative assessment, developmental stages and starting the year well
The goal of formative assessment should always be to find out what each student NEEDS next, rather than focusing
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Here, I’ll start. This circle is a person.
Now, how many feet do I need to draw for them?
Two? Ok, these sticks are the feet… you keep going.
Simply give students the answer and ask them to work backwards to prove why this is right. This prompt is particularly effective for reducing anxiety for student who are worried about being wrong.
This works the same way as the last one but is even less scary. Plus, disproving a wrong answer has the added benefit of giving students an opportunity to develop their own idea to try next.
Read it out loud to a friend to make sure you haven’t missed anything. Next, explain it in your own words. What do you think you have to do?
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Here are three possible answers. Prove any two of them are wrong.
Note: sometimes I give two wrong and one right, but it is also fun to give three wrong ones!
Give me an answer that you know is not enough… how close can you get?
Now give me an answer that you know is too much…
This strategy is excellent for creating a “reasonable range” of possibilities, which encourages both estimation and number sense.
Finally, the one that drives me crazy because it shouldn’t work… but it is weirdly effective.
Seriously, try it.
The goal of formative assessment should always be to find out what each student NEEDS next, rather than focusing
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