Classroom resources
Find quick checks, exit tickets, response tools and observation rubrics that help you decide what students need next.
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Formative assessments are integral in creating a responsive and dynamic learning environment, promoting continuous improvement for both students and educators. They serve as valuable tools for guiding instruction, fostering student growth, and ensuring that learning remains an ongoing, adaptive process.
Answer an 8-question multiple-choice quiz identifying and applying the Pythagorean theorem to find missing side lengths.
Take multiple-choice/constructed-response CFA tests tied to specific priority standards (e.g., analyzing the legacy of ancient civilizations, identifying effects of natural forces on human activity).
Complete a short 5-8 item self-assessment survey each day (rating statements as Always/Usually/Sometimes/Never) on a rotating topic, then answer a self-reflection question about one statement they didn't mark 'Always.'
Answer a teacher's oral question about the definition or an example of a grammar/writing term (from memory, notes, or a peer) in order to enter the classroom; also fill in a student writing-term chart matching each term to its definition and an example.
Students perform the skipping skill while a teacher (or the student via self-assessment) scores each rubric component (0-4 scale) and totals the score against a success point scale (bronze through platinum); space is provided for teacher and student comments.
Write their name, then look at each pictured shape and record how they identify it and how they describe it, on separate pages for flat shapes and solids.
Fill in numbers to make comparison statements true (e.g. '_ _ _ > _ _ _'), and match the words 'Greater Than' and 'Less Than' to the correct symbol (< or >).
Students hold up and point to/display a letter (A-E), Yes/No, True/False, or similar option on the fan to respond to a teacher's question or prompt.
Perform push-ups while a teacher (or the student via self-assessment) scores each of 8 form components (e.g. hand/toe placement, finger direction, straight back/legs, 90-degree elbow bend, arm extension, breathing) on a 0-4 scale, then totals the score against a success point scale (copper/silver/gold/platinum).
Students complete brief tasks per ticket: ordering the steps of the scientific method, explaining the five steps of the scientific method, writing complete sentences describing classroom safety practices during investigations, and explaining how to use specific science tools/equipment (balance, thermometer, graduated cylinder,…
Write their name, then look at a pictured 3-D shape and fill in the missing information (number of faces, edges, and vertices) in a table.
Perform a stationary ball kick while a teacher (or peer, via a self/peer-assessment option) scores each skill component (foot placement, contact point, follow-through, kick strength) on a 0-4 scale, producing a total score mapped to a bronze/copper/silver/gold/platinum tier.
Student performs the horizontal jump; teacher and/or student score each technique component (2 feet up/2 feet down, look ahead, bend knees, arm swing, explode up/forward, land on two feet) and add written comments.
Write their name, then examine each pictured shape and fill in a table recording the number of sides, vertices, and angles for that shape; the sides column appears partially pre-printed (values 3, 4, 4, 5, 6) alongside the shape images.
A one-page quick formative assessment where students draw a 3-D shape based on its given number of faces, edges, and vertices.
Students perform the catching skill (facing the thrower, tracking the ball with eyes, reaching for and giving with the ball, hand positioning, not dropping the ball) while a teacher and/or the student themselves scores each component on a 0-4 scale and totals the score against a bronze-to-platinum success scale.
Formative assessment rubrics for scoring students' badminton skill acquisition (grip, forehand grip, and other technique components) in P.E. class.
Read and interpret a historical map, graph, chart, primary source diary entry, and political cartoon; answer assessment questions; complete a post-reading reflection.
Place the given numbers (50, 81, 37) in their correct positions on a number line spanning 0 to 100.
Use the dated rows to record a learner’s responses at several points during the year. The sheets cover letter recognition , letter sounds, numbers, and counting, allowing you to compare performance on the same type of task over time. Keep the records together to guide which early literacy or numeracy skills to revisit.
Perform the basketball dribble; the student and/or teacher scores each component (fingerpad contact, pushing the ball down, wrist flexibility, consistent force, ball height, head position, staying light on feet) using a 0-4 point scale, then totals the score against a final success point scale (bronze/copper/silver/gold/platinum).
Answer short-response comprehension questions in complete sentences about a book of the student's/class's choosing, covering: asking and answering questions about literary and informational texts (who/where/what), recounting a story's problem and resolution, identifying main idea/purpose and supporting details, and describing how…
N/A (teacher/self-assessment tool); student or teacher scores each leaping-skill component (look ahead, forward flight, one-foot takeoff/opposite-foot landing, straightened legs in flight, controlled landing) and records comments.