I'd like to know how to get started.
For me, it makes sense to start with developing good learning targets. If I'm really clear from the start of the lesson what it is I want students to know or be able to do, then I am better able to determine their progress toward that target in their work.
For me it was ensuring I had clear learning targets as I was planning my lesson and that I shared these with students. I also then created my exit ticket prior to planning the activities of the lesson so that I knew exactly what the end goal of the learning experience would be and how I would be assessing students on that at the end of the lesson. Additionally, I planned my checks for understanding to elicit evidence in specific parts of my lesson as I was writing it. This helped me plan my questions ahead of time so I wasn't struggling to think of them throughout the lesson. It also ensured before I moved on to a new thought that I was checking in with students to make sure that they were also ready to move on.
I love the concept of exit tickets - I just saw an example of a teacher using sticky notes and a "What Stuck with Me Board?" by the classroom exit.
I keep in mind that formative assessments don't have to be long, don't have to be formal, should be completed often, can be in many forms such as exit tickets, pre-assessments, post-assessments, etc... but we just want to make sure they are assessing the goal/target so that needs to be clear from the beginning. You could use strategy trackers like finger poll, KWL padlet, randomization, green-yellow-red cards, Jigsaw, ... the list is endless. But the purpose is to readjust instruction once the assessment has informed.
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