Quick formative assessments will tell you if your students understand the lesson (or if they were paying attention). They’re also a great way for teachers to check on the learning of all students, not just those who either volunteered or were called on to contribute.

I Noticed…

One quick formative assessment that I learned at the Folger Shakespeare Library’s Teaching Shakespeare Institute is called “I Noticed…” Mike LoMonico modeled it for us as a closing activity before breaking for lunch or ending the day. I have used it successfully in my own class since.

How to Do It

We are going to go around the room. (Explain how—by rows, in a circle, randomly called on.) When it is your turn, you need to share one thing you noticed about class today. I will start. I noticed how Angela interpreted the character really well when we read that section aloud. (Then indicate student to start. Help them keep going if they get lost. Make everyone contributes something.)

Index Card Check-In

There are variations on this one, and you’ve probably heard of it before, but just in case you haven’t, the index card check-in is a great way to see where your students are and to guide your instruction.

How to Do It

Give each student an index card. Tell them to write down two observations or connections they made about class and one question they have. Of course, you can change this up and alter the requirements. The cards are the “ticket out the door” and must be collected before students leave. Read over the cards and incorporate discussion of particularly interesting connections or statements and student questions into the next lesson.

Finger Check

This one is another oldie, but I hadn’t heard of it until a few years ago perhaps because I think it works better for subject matter in which there are definite answers (for example: is this a mixture or a solution?).

How to Do It

Tell students the key for the answers. For example, one finger might be mixture and two fingers might be solution. When you ask a question, have the students hold up their fingers to respond. Look out for incorrect answers or students who hesitate before holding up their answers and look around to see what the other students think. They are having trouble with the material.

Journaling

I know English teachers use journaling a lot, but it can be great way to close class for any subject.

How to Do It

Give students a topic related to the lesson and anywhere from 3-10 minutes (depending on complexity and level) to write a response. Collect responses. You can use these responses to begin the next class, noting particularly good insights.

If you have good ideas for quick formative assessments, please share them in the comments.

photo credit:  bionicteaching