General Science and Teaching

Building a Repertoire of Formative Assessment Classroom Techniques (FACTs)

Building a repertoire of formative assessment classroom techniques (FACTs) linked to specific purposes for connection assessment, instruction, and learning, is an ongoing process. Which of these 164 FACTs do you find to be especially useful in providing insight into your students' thinking and helping you make better instructional decisions? Are there techniques you use that are not on this list that you would like to share? Make a New Year's goal for yourself to learn about, use, hone, and reflect upon "X number" of techniques to use in your classroom or with teachers you work with. I would love to hear some of your thoughts!

Best,

Page Keeley, NSTA Press Author and 2008 NSTA President

www.uncoveringstudentideas.org 

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Page Keeley
Page Keeley
3570 Activity Points

Do you have a website that gives a summary of ones we're not familiar with? I think I use feedback check-ins based on the name alone but I'm not sure and a Google search did not provide answers. 

I teach college sciences online, asynchronously, so it would be interesting to discuss how some of these could be modified for that classroom environment. 

Here are others that I definitely use in my classroom:

  • feedback sandwich
  • feedback to feedforward
  • I used to think ___ but now I know _____
  • Justified T/F statements
  • Most/Least sure about
  • Muddiest point 
  • Peer to Peer focused feedback
  • Question generating (I just designed a lesson with this yesterday!)
  • Word sort

Here are ones I used with great outcomes when I taught at a traditional high school:

  • Frayer model
  • Card sort
  • KWL
  • Think-Pair-Share
  • Two-minute paper

One I didn't see on your list but I use with various modifications based on my purpose is a 3-2-1. It makes a great exit ticket! 

Emily Faulconer
Emily Faulconer
3290 Activity Points

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