Using, Changing, and Modifying Formative Assessments

In my classroom, I use formative assessments everyday. I plan to continue using them everyday to inform instruction. At the start of class, I give scholars a Do Now. I use this formative assessment data to determine what scholars still need to learn to be able to access the daily lesson. While I am teaching the lesson, I ask CFU (Check for Understanding Questions). This data allows me to determine if scholars are meeting the learning targets or if I need to re-teach the information in another way. Last, daily I give scholars an exit ticket. This data is use to plan my lesson for the next day.  

If I notice in the exit ticket that scholars have unfinished learning related to a standard for a lower grade level, I use this data to create the Do Now for the next day. My Do Nows are typically problems based on a standard from a lower grade level or a standard that has already been taught in the class. I tend to use a step-by-step approach in my Do Nows to have scholars solve a problem. This allows me to capture specific data related to the step where scholars are struggling based on a standard. 

I tend to change my formative assessments when they do not meet a specific need. In the past, I've created formative assessments that did not serve a purpose. Moreover, I had to be clear about the usefulness of the assessment. I started analyzing problems on my assessments to ensure that if a scholar selected an answer, it would help me better understand what instruction I could provide to help scholars finish their learning or clear up misconceptions. For this reason, I tend to make my assessments multiple choice and the answer choices are normally related to typical misconceptions or prerequisite knowledge mapped from the Common Core State Standards. 

After administering a formative assessment, I use the data to determine if I need to modify the assessment for future use. If I find that the data collected by a formative assessment is useless, I modify it so I don't make the same mistake twice. Also, I tend to modify assessments, specifically the platform, when I have overused a platform that students do not prefer to use. I try to use digital platforms preferred by students whenever possible. My students typically respond positively to assessments on Quizziz and Kahoot!. The benefit of using these platforms is that they organize the data in charts and graphs. This allows me to use the data quickly to inform instruction. 

Not only does the data from assessments help me understand the needs of my students, it helps students understand their progress. Whenever, students take an assessment in my class, they are provide a score and an answer key. This allows scholars to reflect on their mistakes. On some occasions, I allow scholars to retake their assessments. I've found this to be particularly helpful when a scholar is approaching mastery of a topic. This type of feedback, the data on their errors, tends to help them master a topic.