Sally Francis Anderson Middle School

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Using Informal Assessments During Instruction

The use of informal assessments is a way for teachers to clarify student understanding based on information
presented during class. By asking probing questions, teachers can adapt their levels of instruction based on the
achievement levels of the students, thus utilizing instructional time more effectively. An assessment activity can facilitate learning if it provides information that teachers and their students can use to assess themselves and one another and to modify the teaching and learning activities in which they are engaged. Such activities become formative assessment when the evidence is used to adapt teaching to meet the learning needs of thestudents (Black, 2003, p. 2).

Informal assessments can occur many times in every lesson. The assessments can use several different methods to encourage students to express what they are thinking and several different ways of acting on such evidence (Black, 2002, p. 2). By asking higher-level questions and soliciting responses, teachers can more accurately assess the students’ comprehension. By utilizing cooperative-learning techniques, such as Think-Pair-Share, students are provided with opportunities to discuss content with their peers prior to responding to teacher questioning. Throughout the collaboration process, the students make connections to prior knowledge, building a stronger understanding of the concepts being presented and making students more able to explain/justify their responses to teacher questioning.

Which informal assessments have you tried?

To Do

Choral Response

Students give a choral response to a whole-class question. This allows the teacher to determine if most
students understand a concept.

Clothesline

Students move to a place in a human line that most closely matches their level of understanding. The line is a
continuum, with the beginning of the line indicating no understanding of a concept and the opposite end of the
line indicating a high level of understanding.

Fist of Five

Students respond to a whole-class question by showing the number of fi ngers that corresponds to their level of
understanding (one being the lowest, fi ve the highest).

Four Corners

Students move to a corner of the room that most closely matches their level of understanding. Prior
to this, the teacher must label each corner of the room with a word or phrase that describes the learner’s
level of understanding.

Individual Response Boards

Students use white boards or individual response boards to respond to a question posed by the teacher. The
students hold up their answers for the teacher to check, or the teacher circulates around the class to check
individual responses.

Signal Cards

Students use a card to indicate their level of understanding of a concept. Cards may be labeled as follows:

Red, Yellow, and Green
Yes/No
True/False
Negative/Positive
Stop, I’m lost/Slow down, I’m getting confused/Full steam ahead
Happy Face, Straight Face, or Sad Face

Speedometer

Students think of a speedometer going from 0 to 100 miles per hour. They then lay one arm on top of the
other with hands touching elbows. Students should raise the arm that is on top, stopping at a point between
0 and 100 mph to indicate their level of understanding, with 100 mph designating complete understanding.

Thumbs Up/Thumbs Down

Students respond to a whole-class question by putting thumbs up if they fully understand a concept, thumbs
down if they do not understand, and thumbs to the side to indicate some area of confusion.

Windshield

Students should respond “muddy,” “buggy,” or “clear” when the teacher asks them to describe their level of
understanding. Prior to this, the teacher explains that “muddy” means the windshield is plastered with mud
and the destination is not visible, and this indicates little or no understanding. “Buggy” means that some debris
is littering the windshield, and this indicates partial understanding. A clear windshield indicates a high level
of understanding.

Entrance Card/Warm-Up

Prior to a lesson, students respond in writing to a question or a set of questions posed by the teacher

Exit Card

Students respond in writing to a prompt or question posed by the teacher at the conclusion of a lesson.

K-W-L Chart

Students complete a graphic organizer specifying what they already know about a topic and what they want or
expect to learn. After the lesson, students record what they have learned.

Matching

Students match vocabulary terms to the defi nitions.

Most Difficult First

Students are given the option of completing the most diffi cult questions or problems fi rst to determine if
additional practice is needed.

Observation

Students complete a task as the teacher observes, takes notes, or records progress using a checklist.

Word Sort

Students sort terms into groups using categories chosen by the teacher or created by the students.

1, 2, 3 Flash

Students let their fi ngers do the talking. Pose a problem or ask a question that has three or four possible
responses. At the count of “1-2-3-flash,” students respond with the number of fi ngers that refl ect their response.
Quickly scan the room for results, and then make adjustments to you instruction, as indicated by the results,
if necessary.