Database of Formative Assessments

A combination of question types designed in a way to assess student knowledge of a concept/topic.  Traditionally done with paper and pencil, this quiz is now delivered online in the Moodle environment.  The teacher uses these results to determine if the students are ready for a summative assessment.

Individual or group-based project work.  Students are given or choose a topic to do their project on.  Projects may involve some research, summarizing information, creating models, building presentations, and sharing work with the class or other groups.  There may be timed checkpoints to evaluate student progress prior to the final submission/presentation.

A class discussion may be structured in a number of ways, but the goal is the same.  The teacher wants to get the students talking about the content so they can see who is understanding the material and who isn't.  Students who are struggling are encouraged to ask questions for clarification, and the teacher should prompt the rest of the class to come up with the answer/explanation.  The students who already understand the material can be the ones "re-teaching" the content.

The teachers has the students fill out some form of exit ticket before leaving for the day.  These are generally used for quick, informal, checks for understanding.

Used as an activity that gets students working with the content during a lesson.  Gives the teacher a quick snapshot to see if the kids are understanding the topics being covered.

A paper worksheet with a variety of different question types.  The students answer these questions as independent practice, or sometimes with a partner or in small groups.  the teacher may collect the worksheet to grade them, or grade them together as a class.

These are a modified version of a traditional worksheet.  The online work modules can be designed to incorporate multiple types of questions, short reading activities, instructional videos, and possibly some self-assessment opportunities.

A timed writing activity that can be used in a variety of ways.   The teacher may ask the students to summarize what they have been learning in a unit, or point the writing in a specific direction by having a specific prompt or driving question.

A language arts class may be analyzing the writing for grammar and spelling, but other classes could use these activities to focus on specific content and applications of ideas.

The teacher sets up a rubric outlining the criteria for a task/activity, and has the students use that rubric to assess each other. 

Using verbal questioning methods rather than written.  This can be done formally on a per student basis, or informally while observing the students while they are working on a task.