Formative Assessment Check Plan
Decide what to check and how to respond.
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Plan formative assessment for a lesson or unit. Subject and level: [SUBJECT_AND_LEVEL]. Objectives: [OBJECTIVES]. Lesson sequence or key moments: [LESSON_SEQUENCE]. Class size and tools: [CLASS_SIZE_AND_TOOLS]. Return a table: Moment in lesson | Check for understanding (technique) | Exact question or task | What a strong, partial, and weak response looks like | What I do next (reteach, regroup, extend, move on) | Time needed. Include techniques: mini whiteboards, hinge questions (multiple choice with diagnostic wrong answers), cold calling with thinking time, think-pair-share, exit tickets, quick polls, error analysis, one-sentence summaries, and observation checklists. Write three hinge questions with four options each, where each wrong answer reveals a misconception, and explain what each option shows. Add a 5-minute data review routine (sort exit tickets into three piles and plan the next lesson), a tracking sheet for the unit, and guidance on feedback that moves learning forward (comments before grades). Provide a plan for low-stakes quizzes with spaced retrieval and for communicating results to students. Remind me that checks should inform teaching and not just collect scores. Check content accuracy of any questions and mark [CHECK ANSWER] where uncertain.
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Moment | Technique | Question | Next step 10 minutes in | hinge question | "Which fraction is largest? A 3/8 B 1/2 C 2/5 D 3/10" | if B and C are confused, reteach comparison with benchmarks Midpoint | mini whiteboards | "Show 2/3 on a number line" | regroup End | exit ticket | explain why 1/2 > 3/8 | plan tomorrow's reteach Hinge options reveal misconceptions: A (larger numerator wins). Data review: sort exit tickets into three piles; reteach pile 3 tomorrow.
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