Assessment tool: Think-pair-share
Type: formative (developing)
Grouping: pairing
Purpose: This tool allows students to carefully consider what they are working on or discussing. While a teacher cannot assess the thinking part it is the sharing part that the dividends are paid. It is this time to formulate ideas and thoughts that will produce better responses. In showing their understanding of a topic a student must be able to share what they know. This tool allows students to think and process the information. From there they interact with another student and explain what they know.
Rationale: In this assessment tool students construct their knowledge on their own first. This tool can be used in conjunction with other tools such as observation and journal reflections. This assessment is based on student contemplation and their ability to communicate what they understand or lack of understanding.
21CLD connection: This assessment uses collaboration and self-reflection to construct student knowledge. The student must able to communicate their knowledge in an articulate way. Variations of this may be to think-pair-tweet. The challenge for students would be to express their understanding in 140 characters or less.
Example:
This is a website that furhet explains and offers templates for think-pair-share.
Grouping: pairing
Purpose: This tool allows students to carefully consider what they are working on or discussing. While a teacher cannot assess the thinking part it is the sharing part that the dividends are paid. It is this time to formulate ideas and thoughts that will produce better responses. In showing their understanding of a topic a student must be able to share what they know. This tool allows students to think and process the information. From there they interact with another student and explain what they know.
Rationale: In this assessment tool students construct their knowledge on their own first. This tool can be used in conjunction with other tools such as observation and journal reflections. This assessment is based on student contemplation and their ability to communicate what they understand or lack of understanding.
21CLD connection: This assessment uses collaboration and self-reflection to construct student knowledge. The student must able to communicate their knowledge in an articulate way. Variations of this may be to think-pair-tweet. The challenge for students would be to express their understanding in 140 characters or less.
Example:
This is a website that furhet explains and offers templates for think-pair-share.
Source: Retrieved from http://olc.spsd.sk.ca/DE/PD/instr/strats/think/