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Techniques
There are hundreds of variations of classroom assessment techniques. Below
are some of the more commonly known techniques:
3-2-1 Format
3-2-1 Format is a quick and simple student writing activity.
Focused Listing
Focused Listing is a quick and simple student writing activity.
Muddiest Point
Muddiest Point is a quick and simple technique where students identify a
challenging or confusing concept.
One Minute Paper
Minute paper is an introductory technique for a student writing activity.
Think-Pair-Share
Think-Pair-Share is a quick and easy technique that has students working in
pairs to answer questions posed by the instructor.
Concept Mapping
Concept Mapping is an intermediate technique that asks students to create ways
of representing and organizing ideas and concepts.
Jigsaw
Jigsaw is an advanced technique where teach each other assigned topics.
Memory Matrix
Memory matrix is an intermediate technique that asks students to create a
structure for organizing large sets of information.
Quiz Show
Quiz Show is an intermediate technique that uses a game show format for review
sessions.
3-2-1 Format
Basic Strategy
The 3-2-1 format is a quick reflective activity similar to think-pair-share. It
encourages students to reflect on a course experience and organize their
thoughts and identify areas of confusion or concern.
Alternative versions
Use 3-2-1 Format to transition into class discussion.
Student can complete 3-2-1 as individuals, pairs, or small groups.
Make the 3-2-1 questions content specific (differences, similarities, etc.)
Have students focus 3-2-1 on main ideas (most important ideas,
supporting details, etc.)
Online options
3-2-1 Format could easily be adapted into an online discussion board activity.
Focused Listing
Basic Strategy
Focus Listing activity focuses on one concept, term, or topic. Students are asked
to provide several ideas related closely with the one concept, term, or topic.
Alternate versions
Use your list as the "master list" and have students compare their lists to it.
Look for matches, missing items (on any list), clarification needs, additional
teaching and learning opportunities.
Assign this as a small group activity
Online Options
Focused Listing could easily be adapted into an online discussion board
activity or a shared Google document activity.
Muddiest Point
Basic Strategy
Muddiest Point is probably the simplest classroom assessment technique
available. It is a quick monitoring technique in which students are asked to take a
few minutes to write down the most difficult or confusing part of a lesson, lecture,
or reading. It is simple to create and facilitate. In fact, it only takes 15 minutes to
collect and scan approximately 100 muddiest points. While it is easy to use, be
careful not to over-use this or any single assessment technique. Over using one
technique can fatigue students and devalue the process.
Alternate versions
This strategy can be presented in many forms:
Follow up a traditional muddiest point exercise by asking students what
could be done to help clear up the “muddy points” for them.
Use a two column response exercises. One side is labeled “crystal clear”
and the other column is labeled “muddiest point”. This alternate version
helps students reflect on their own learning as they think about what they
do and do not understand.
Use muddiest point to review work outside of class (e.g. lab or homework
assignment).
Online Options
Have students post to a discussion board.
In a synchronous (live) online class, students can write on a white-board.
Use a shared (open for anonymous responses) google document to collect
responses.
Alternative versions
Allow students to compare and discuss their responses before handing
them in.
Allow small groups to suggest Minute Paper questions. Have members of
the group analyze and present the results to the class.
Online options
Have students post to a discussion board.
In a synchronous (live) online class, students can write on a white-board.
Use a shared (open for anonymous responses) google document to collect
responses.
Think-Pair-Share
Basic Strategy
Think-pair-share can be a great technique for facilitating discussion. It is a quick
and simple technique to adopt. Faculty present a question or challenge, students
reflect quietly and then partner with someone to discuss. A think-pair-share
session could be 5 to 15 minutes.
Alternate versions
Ask students to compare and contrast their ideas, reach a consensus,
explain why their ideas are different, etc.
Give the students the prompt as homework, coming into class prepared to
share.
Have pairs match up with another nearby pair to share ideas before
reporting back to whole class.
Online Options
Think-pair-share does not adapt easily to online learning environments. It
can be done but requires more work to create groups, private discussion
boards, etc.
Concept Mapping
Basic Strategy
Concept maps are drawings or diagrams used to help students organize and
represent knowledge of a subject. Concept maps begin with a main idea (or
concept) and then branch out to show how that main idea can be broken down
into specific topics.
Why would you use?
This activity provides an observable action of the student’s patterns of
understanding related to a central idea or concept. Concept mapping serves
several purposes:
Helps students brainstorm and generate new ideas
Encourages students to discover new concepts and the propositions that
connect them
Allows students to more clearly communicate ideas, thoughts and
information
Helps students integrate new concepts with older concepts
Enables students to gain enhanced knowledge of any topic and evaluate
the information
Alternate versions
Use a top down approach, working from general to specific or use a free
association approach by brainstorming nodes and then develop links and
relationships.
Assign a concept map as a small group activity to alleviate anxiety.
Extend the activity by having students write an explanatory essay based
on their maps.
Construct a concept map and then remove all of the concept labels (keep
the links!). Ask students to replace the labels in a way that makes
structural sense.
Create a concept map and then remove concepts from the nodes (about
one-third of them). These deleted concepts are placed in a numbered list
on the map and students choose among them.
Provide a list of concept labels (10 to 20) and ask students to construct
their maps using only these labels. The focus here is on the linking
relationships, and the evolution of structural complexity of students'
knowledge frameworks.
Online Options
There are numerous software tools where students can create concept
maps digitally.
Jigsaw
Basic Strategy
Jigsaw involves students doing individual research on a subset of a given subject
area, and then piecing their research together with other students “to build the
whole picture”. Jigsaw exercises challenge students to engage in reciprocal
teaching and can be a popular activity for courses that rely on heavy
transference of information.
Jigsaw requires a moderate to high amount of faculty preparation and takes a fair
amount of class time. Do not overuse this technique, as repeating too often can
feel contrived (it is not very flexible). It should be used no more than twice per
semester.
Alternate versions
Use as a quiz or exam preparation activity.
Combine the technique with presentations.
Online Options
Jigsaw is an activity that can be adapted to online learning.
Memory Matrix
Basic strategy
Memory Matrix is a simple, two-dimensional table divided into rows and columns.
The table is used to organize information and identify relationships in the content.
Some cells in the table are intentionally left blank where students are asked to fill
in the blank cells, demonstrating their understanding of the content. There is
moderate investment of time required on behalf of faculty to create the matrix
and then analyze the results.
Alternative versions
Cells can be manipulated in any number of ways. For instance, leave the
cells blank or fill the cells in and leave the column heading blank.
Matrix can be completed by individuals, in pairs, small teams, as a class.
Online options
Use Google Spreadsheet to have small groups, or individuals fill cells.
Quiz Show
Basic Strategy
Quiz Show uses quiz game show format (e.g. Jeopardy or Who Wants to Be a
Millionaire) to rapidly move through a series of questions with students. This
strategy is popular for introducing game mechanics (points, competition) into a
classroom activity.
Alternate versions
Students answer individually
Use in combination with clickers
Students write and submit questions in advance
Pub trivia mode: multiple questions in small groups, answered in writing
rather than first to buzz in
https://www.mghihp.edu/faculty-staff-faculty-compass-teaching-teaching-strategies/examples-
classroom-assessment-techniques