This document provides tips and strategies for using formative assessments in a differentiated classroom. It discusses using formative assessments to check for understanding during instruction rather than just evaluating learning after the fact. Some specific strategies mentioned include turn-and-talk activities, exit tickets, and questioning techniques to actively engage all students, not just a select few. The document emphasizes the importance of giving students opportunities to explain and apply their learning within short time frames aligned with age-appropriate attention spans in order to facilitate long-term retention of information.

1. 10 Quick Forma.ve Assessments
For a Differen.ated Classroom
With Judy Dodge
Educa.onal Consultant & Author
Differen'a'on in Ac'on (Scholas.c, 2005)
25 Quick Forma've Assessments for a Differen'ated Classroom
(Scholas.c, 2009)
judydodge@judydodge.com
©2010 Judith Dodge

2. • “Stop and Process” Ac.vi.es:
– Ask, yourself, “Am I teaching so that students will
learn or am I teaching just so that I can cover the
required material?”
(adapted from Rick Wormeli, 2005)
COVERAGE ≠ UNDERSTANDING
Memoriza.on does not lead to transference
Provide .me for student reflec.on
©2010 Judith Dodge

3. Checks for Understanding
• “Stop and Process” Ac.vi.es:
– Ask, yourself, “Am I teaching so that students will
learn or am I teaching just so that I can cover the
required material?”
(adapted from Rick Wormeli, 2005)
COVERAGE ≠ UNDERSTANDING
Memoriza.on does not lead to transference
Provide .me for student reflec.on
©2010 Judith Dodge

4. Have students
“Make a Connec.on!”
• A]er a mini‐lecture, class discussion, text reading, video, or PowerPoint…
• Have students make their own connec'ons and share with the class
– Compare two characters, two books, two authors’ styles…
– Note a sequence
– Predict a future outcome
– Recognize a cause or effect
– Make a text‐to‐self, text‐to‐text, text‐to‐world connec.on
– Suggest a character’s mo.va.on
– Describe and internal or external conflict
©2010 Judith Dodge

5. Forma.ve Assessment
• Assessment FOR learning, not OF learning
• An on-going process used during instruction
• A “snapshot” vs. a “photo album” of
assessment (Jay McTighe)
• Provides students with feedback
• Informs decision-making for future teacher
instruction and student learning tactics
©2010 Judith Dodge

6. “Whoever explains learns”
David Sousa
• Provide mul$ple opportuni$es for students to explain what
they are learning
• Guide assigned “Learning Partners” to interact through a
daily (Turn’n’Talk). If need be, hold partners accountable for staying
on task by requiring a wriLen task to be completed by each student
©2010 Judith Dodge

7. Inclusive vs. Exclusive
Questioning
• Focus on Inclusive Ques$oning, not Exclusive Ques.oning
• Exclusive Ques'oning:
• Ask a ques.on; call on one student: exclude all others
– “Can anyone add something?”
– “Do you agree, Damen?”
• Inclusive Ques'oning:
• Ask a ques.on; have every student respond:
– Turn’n’talk
– Stop’n’Jot!
– QuickWrite!
– Dry Erase Boards
©2010 Judith Dodge

8. Chunk Lessons According to
Age
• “May I please leave? My brain is full.”
• Students can focus and aiend for a limited
amount of .me
Add 2 to their age 7 years old 9 minutes
13 years old 15 minutes
15 years old 17 minutes
©2010 Judith Dodge

9. “We must save to the hard
drive”
• To place informa.on into long‐term memory,
– do something with that informa.on soon a9er
being exposed to it for the very first $me.
– reflect, respond, record, tell, describe, illustrate,
explain, discuss, summarize, draw, use, re‐
organize, predict, hypothesize, evaluate, and/or
judge (Reflect and “Make a Connec'on!!”)
©2010 Judith Dodge

10. What Kinds of Assessments
Can I Easily Use?
• Carousel Brainstorm • Post‐A‐Point!
• A “Stop‐n‐Jot!” • Pair Squared
• Turn‐n‐Talk • S‐O‐S Summary
• A “QuickWrite” • Four More!
• Here I Stand! • An Exit Card
©2010 Judith Dodge

11. When and how often should I use a
formative assessment?
• Once or twice during a class period
• Midway and at the end of a class period
• Every .me you switch a topic
• At the end of your students “focus” .me:
their age + 2
• Any .me you see you sense uncertainty, confusion or
passivity in students
©2010 Judith Dodge