- Rookie, Pro, All Star— rate a partner then explain why partner’s performance is earning that rating. Best when assessing performance (ex. Games and Sports). This can be used for “self-assessment” as well. I named it “Rookie, Pro, and All Star” since these are the common tags given to a player.
- Peer instruction– Perhaps the most accurate way to check for understanding is to have one student try to teach another student what she’s learned. If she can do that successfully, it’s clear she understood your lesson. One of my techniques in “athletics”, “movement composition”, and “Games” units.
- Pair-Share – activates prior knowledge or shares learned concepts with partners, can be timed. One of the flexible strategies that I can use in any PE lesson/unit.
- Paired-Squared – take two Pair-Share partners and share with another group of two.
- Affirmations – turn to a partner and give a positive statement, “Now I know!”___ . Best to use when I am running out of time.
- Analogies – Sometimes, present students with an analogy prompt: “the concept being covered is like ____ because ____.”
- Vote With Thumbs – Ask the class if they understand a concept. If they (think) they get it, thumbs up. If they are not sure, thumbs middle, if they don’t get it, thumbs down. Sometimes I do follow up questions such as why? and how? to elicit more response.
- Four Corners – Students go to the corner that they believe corresponds with the correct answer. In each corner of the gym, provide a label. Label one corner, “Strongly Agree,” one corner, “Agree,” the third corner, “Disagree,” and the final corner, “Strongly Disagree.” Call out a fact or statement about the current unit of study. Students go and stand in the corner that matches their response. Encourage students to share their reasons for choosing the response. Have one or two students from each corner share their answers with the rest of the class.
- Open-Ended Questions – Ask students questions that cannot be answered with “yes” or “no” or another one word answer. Open-ended questions require students to think about their answers and use their knowledge and understanding about a topic in their responses. Questions that involve the word “why” often encourage deeper thinking.
- Sentence Prompts – Sentence prompts can be used in a variety of ways to informally assess students and gather information to inform instruction. Simple sentence starters such as the following could be used: Something I learned today….One thing I need to improve….
- Show of Hands – A simple strategy to gauge the understanding level of your students is through a show of hands. In a unit on problem solving, you may ask your students if they recall the steps needed to solve a problem or how to determine the operation of a problem. Through a quick show of hands you can decide whether you need to review with a few students or with the whole class.
- Turn and Talk – The turn and talk strategy allows all students to talk about a question or topic that you have introduced in class. Students turn to a nearest classmate and discuss their thoughts and what they have learned about the question or topic. Both students are given the opportunity to speak. Sometimes I am using video cam to record their conversation, so I can play it again to review.
20 Simple Assessment Strategies You Can Use Everyday. 2016. . [ONLINE] Available at: http://www.teachthought.com/pedagogy/assessment/20-simple-assessment-strategies-can-use-every-day/. [Accessed 09 April 2016].
20 Quick Formative Assessments You Can Use TODAY – The Art of Ed. 2016. [ONLINE] Available at:https://www.theartofed.com/2013/10/18/20-quick-formative-assessments-you-can-use-today/. [Accessed 09 April 2016].