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MCC Daily Tribune Archive

Teaching Tip from the TCC:  Graffiti Assessment


When identifying a starting point with my students, I often use an assessment strategy called Graffiti.  This idea comes from Paula Rutherford’s book, Instruction for All Students (2008).  This strategy is easy to implement and the students are all engaged.

Purposes

·         To gather pre-assessment data
·         To access prior knowledge
·         To have students summarize their learning
·         To promote critical thinking

Process

·         Write problems, formulas, sentences to be translated, or ideas to brainstorm on pieces of large chart paper and post around the room.  Students move in small groups from chart to chart. I give each group a different color marker so I can see all participate.

      Or

·         Give each piece of chart paper to a group of three or four.  Students work at their tables and the charts move from table to table.

      In either case,

·         each group works on a different question, topic, issue, or statement related to the concept being studied and writes responses or “graffiti which can be short words, phrases, or graphics on their chart paper.
·         After the allotted time period, have the students or the charts move.
·         Repeat the process until all groups have reacted to all charts.
·         Post the charts and have the students react to the statements or topics, identify patterns, and/or make predictions based on what is written/drawn on the charts.

Variations

·         This strategy can be used anytime during a lesson or unit.  At the beginning you and your students can discover what they already know and can do; in the middle it is a useful way for you and them to check on their learning.  At the end, it can serve as review.
·         For use for individual students, have students write their responses on post it notes and have them post them on the appropraite chart paper.

Tracy Wyant
Teaching Creativity Center
03/14/2013