Pre-Assessments

**Pre-Assessment Strategies** ** Quick Write ** - might sound very ordinary, but as a pre-assessment it can reveal a lot by asking a ‘big idea’ question; student answers can uncover what they understand, what misconceptions they may have, or the reasoning processes they are using. They are given only 1-3 minutes to write an answer (thus 'quick write') //Example//: "How do electrical devices work?"

**Graphic Organizer** - there are so many - you might want to consider a Venn diagram, a word/idea web, a cause/effect chart, a flow-chart, a sequence chart; something you’ve used as a pre-write; (KWL is really common, so don’t use for this assignment please).

**Word Splash Activity** - content vocabulary is placed on a board, chart, large paper in a random ‘splash’. Students are asked to use the words in sentences, a paragraph, captioned drawing, or diagram. ( [|see example] )

**Cloze Writing** - fill in the blank using a vocabulary bank

**Line Continuum** - usually used with 5-10 agree/disagree or true/false statements about the upcoming topic/unit; students place themselves on a continuum line about what level of comfort they may have with answering the question; for each question there usually is new movement.

**Graffiti Wall** - Use large butcher paper and title it with a theme or big idea or topic from unit (i.e. Ancient Greece) Students over a certain amount of time (a day-a week) write thoughts/ideas/ opinions that come to mind regarding the title. Have them initial each. Keep track of what students record. The graffiti wall then can be used throughout the unit by adding new information, correcting misconceptions, categorizing, developing vocabulary, etc.

**Yes/No Cards** - Students make a large index card with //Yes// (or "Got It") on one side, //No// ("No clue") on the other side. Teachers ask an introductory or review question. Students who know the answer hold up the Yes card, if they might have the answer they hold the No card. Then do a quick Think/Pair/Share. This short assessment can give a quick look at what the group is ready for/understands/'gets'. //Example//: Use when introducing vocabulary words that students need as a knowledge base for a specific unit of study.

**Entrance Cards** - As students enter for the day give them a small index card and ask them to respond to a displayed sentence or short paragraph which shares a specific idea that will be taught during the unit displayed in the room. They might ask questions or add more information to the displayed statement.

**Square Off/or 4 Corners** - Place a card in each corner of the room labeled as: **No Path**, **Rocky Path**, **Smooth Path**, and **Paved Path**. Teach them the meaning of the analogy of "path" in their learning. Make a statement or ask a question about the topic/unit of study (i.e. "The moon has no gravity.") Instruct the students to go to the corner of the room that matches their comfort level with what they are thinking or where they are with the statement. As a group, those in each corner discuss what they know about the statement/question. Briefly visit each corner to listen to their conversations or they can record the conversations onto an audio tape for you to listen to later. These next 2 clearly are more useful for on-going assessment, but act as a planning tool for your next piece of instruction.

**Exit Cards** - As students leave or as you complete a lesson, they write a statement on an index card sharing what they learned that was new or perhaps something that made sense to them. Can also be used for students to ask a question.

disagree with... have a question about... have a suggestion for...
 * 3-2-1 Cards** - List 3 things that you learned, 2 things that are still unclear, and 1 thing that you...(just use one of these ideas)