No, you'd have to keep track of the cards; students might drop them, not get the correct card quick enough. Small wipe off boards or 5, 2 or fist are quicker.

This sounds good. My older students never want to do anything in public that signals lack of knowledge.

I have used a method using cards colored with stop light colors.  That method didn't work so well for me.  I hardly ever had any yellow or red cards indicating that I needed to pause and review.  Instead the students primarily chose the green.  I believe if I had thought to alter the method so that the cards were all the same color, but had a different response written on them, they may have worked much more effectively.

I think this would be an effective feedback idea for my Logic class. It would give me instant feedback without the students needing to talk about "I'm confused"… I could tell more quickly and easily. Some students like to hedge their answers with "I'm not sure" so this would be definitive. I will give this a shot.

Our school has been fortunate to use the Senteo system of technology to encourage this same kind of instruction and connection within the classroom.  It's amazing to be able to instantly see how many of the students are "getting it", "need more help", and/or are tuned in.  It's been wonderful for our students.  In small groups where larger technology like this hasn't been so necessary, it's been nice to have the use of the cards to see where the kids are, too- they almost think of every group like Jeopardy! 

I am a social worker, not a teacher.  I have worked with emotionally handicapped kids and have spent time in the classroom observing.  Though I think the card idea is a good one…I still think that there will be kids who are so super sensitive to being behind and clueless that they will NOT want to put up their real response.  I'm not sure there is any short cut to really knwoing your students and being able to recognize that all behavior communicates where a student is in terms of learning.  The "turtle like" student is shut down because he/she is not getting it; the student who is acting out is not getting…I'm not sure that any amount of card showing will help these "drowning students".

My class is all groups, all the time so this really isn't necessary in my class.  There is no competition, groups are created by me based on Standard  test scores and observartions, so there is always someone to make sure that "you get it".

Great idea!  I've never heard of it so obviously never used it, but will be soon.  Thank you.

 
My class is all groups, all the time so this really isn't necessary in my class.  There is no competition, groups are created by me based on Standard  test scores and observartions, so there is always someone to make sure that "you get it". 

I use this idea all the time.  But instead of using note cards, we use personal sized white boards.  This way, students can give more of a short answer or even draw a picture so that you can get an immediate idea of their level of understanding in a very unthreatening manner.

 I used something similar almost 15 years ago.  It works very well for a lot of subjects including math. I used small marker boards.  I had a large one cut-up at Home Depot and gave them all markers. They loved having their own board. ( This may not be a good option for middle and high school as they'll write..?? to each other).

we have pages in the students' planners with A B C D for this purpose -  these pages are also coloured red/green for use as True/false.  This saves the need for cards – just a few sets for those whose lost/don't have their planner!

I have taught first through third grade and I always thank the students who are willing to take the risk to admit, in front of their classmates, that they don't "get it".  I tell them that if they have a question, chances are at least 2 other people also had the same question. I remind them often that "you only learn when you make a mistake", and smart people are the ones who ask questions when they don't understand.  By this time in the year, the students are quoting these back at me when they make a mistake or have a question.
I have used white boards and have students write their answers, then share all at once. However, I think the cards would be a better way, since some of my students prefer to draw rather than listen to the question and write an answer.

I like the card idea! To get immediate feedback from students, my colleagues and I often use individual whiteboards (made by cutting up a sheet of laminated board from the building supply store). We distribute a board, dry-drase marker and tissue to each student. Students answer questions on the board and hold it up for teacher review, or students can leave the white board flat on the desk for the eyes of a teacher circulating in the room. We often use these whiteboards when individuals or teams are competing to answer questions quickly and correctly.

Easier:  "This question is going to be on your test"  Who needs more explanation????

I think this is a great idea and have used it myself – I call it a hinge question. I plan the questions before the lesson because I find it difficult to think of one on the spot. I usually add the question after 15 minutes as a pointer so I can set some of the children off and support those in need of extra help or more instruction.

I also use thumbs up/down/side but ask all the children to close their eyes first so we can have a true picture and no embarrassment from how we feel. This seems to work
very well as an instant ‘tell’.

I don't think the cards will work with intermediate students.  Just not cool to admit you don't understand.  I use learning journals and have them write what they learned, how they learned it and what they would like to explore further as a journal entry on the big idea from the lesson.  Students are very honest about what they don't know when it's private.  Also, I can use the feedback for instant assessment.  If I get a good percentage of the class understanding, I move on and skip the testing or further assignments.  If not, we revisit the material a different way and stay with this topic until they can demonstrate their understanding.

Just ordered responders for Smartboard; they just do the same thing as the cards but keep a record for me.  Never thought about the cards.   Much cheaper!  But do not keep a record.  But I do like the idea.

Feedback of any kind is always  important but are we getting honest feedback this way?
I like the "A and A" ( assess and assist) approach which requires frequently looking at student work as I circulate the room and determine who and how many "got it".
Kids may be too shy or insecure to give themselves an honest assessment using "signaling" strategies but heres a different approach:  make them feel that they are assessing how well I, their teacher delivered the lesson or any part thereof by asking them to use those strategies mentioned to make that judgement.   

I have not tried this with my students.  I am willing to give it a try.

Haven't thought about this before, but am going to try it with my class as both a motivator for interaction and to assess understanding on an ongoing basis..  Great idea!

I've used this method for reviews quite a bit, but with the budget crunch in GA, laminating film is hard to come by.  I loved the idea of rings though.  I hadn't thought of that!
I have also used it with small teams playing against each other and one set of cards.  I always give a point for a correct answer AND a point for a group behavior I want to see.  Ex. quiet points, cooperation points…  It doesn't single out one individual and they get to share methods with each other for deciding on answers. Sometimes students are more receptive to other students helping or re-explaining.  And you wouldn't believe the amazing ways that students go about finding a correct answer. 
  *You have to be careful how you group, not having several struggling students in one group and none in others.

I think your method would work well in the elementary sector, but might not be sophisticated enough for upper grade students. It really depends on the teacher and how he/she sets the classroom tone. By the time a student gets into the 8th grade and HS, that (underachieving) student should be identified as an at-risk kid,(however you want to define at-risk).  Again, it's the teacher's personality and demeanor that can encourage a student to be more expressive without fear of feeling inadequate.   

I prefer the small dry erasable boards and or the Senteo or CPS system for individual feedback from students.  Yes, if you make a game out of it, students are more likely to pariticipate and to be honest about needing assistance.
 

I use the whiteboards as well.  It's my closure activity most of the time for my 7th grade Spanish class.  Students are instructed to keep their answers to themselves until I ask them to raise them up.  If not all students answer correctly, I ask a handful to go to the front of the room, holding their boards for the rest of the class to see and they have to explain their answers.  That way they feel extra special because they can explain what they learned to their peers and I get to ask a similar closure question about the day's lesson to see if the remaining kids understand.  The second batch of kids will include some of those who had mistakes the first time, but I ask for volunteers that are in the front to explain rather than just have all of them explain.  I will note which kids had difficulties on my spreadsheet for the class and give those 'needier' kids extra reinforcement, or pair them up with a quicker learner for the next day.

I teach middle school and currently use whiteboards for this type of feedback.  At first I was worried about managing the urge of many students to create art rather than answering the questions.  If clear expectations are given, I have no problems with this behavior.  I avoid using multiple choice with my middle school students because some students will just guess.  With the whiteboards, I can allow for free response.  Exit cards are a great way to get immediate feedback.  I give each student a note card and either a question or statement to respond to.  After class, I can group students with common misconceptions for work the next day.  Then I can meet in small groups to clear up those misconceptions with like-minded students.  

Good idea, in infant school we use letter/number fans for phonics and numeracy you can tell at a glance if children are struggling during whole class teaching.  I also sit them in ability groups and differentiate the questions.  I like the idea of mixed ability pairings finding this particularly useful during DT or science

I use a small variant of this; I hadn't thought to make permanent sets of the cards.  I just pass out note cards and have them write the various options separate cards/different sides.  If I have more than two options, I try to use different colored cards; it makes getting feedback much quicker.  I also use "four corners;" the students are given four options, and they have to stand in the corner of  the one that best corresponds to the question.  It's a good way to get students out of their chairs for a few minutes.  I've used this with classes ranging from kindergarten Spanish students to 12th grade English students.  It doesn't always fly, but it does get the students out of their chairs for a little bit.
I think one of the sources of resistance here is the idea of students self-assessing their abilities.  I agree that few people will want to reveal that they don't know something, but you can make it like a multiple choice quiz: give them a relevant question that will let you know if they're following along and four options.  If 80% of your students get it right, you're on the right track.  (But what to do with the other 20%….)  That way the students actually have to apply the learning in some way. 

I like the card idea!  We use small, individual white boards to have students mark their answers, which is particularly great when teaching a math lesson because you can isolate each step of the problem to really figure out where kids are going "off the rails" with it.  I do lots of short-term (1 or 2 lessons only) partner groupings to work on specific issues so that each kid gets a chance to be the "expert" once in a while.

Tis is the first I've heard of this.  I've used individual white boards, but i may try this idea and see how it works.

At my school we have the chance to use ‘clickers’ and small dry erase boards. The answer cards are a good idea.

The answer cards would work well in an inherently-tidy class (unlike my own set of 5th graders, who would be perpetually losing their cards…)
I use a system to denote ABC or D. If the answer is A, we clap our hands for 2 seconds, if the answer is B, we thump our feet for 2 seconds (this takes some rehearsing), if the answer is C we all shout "Go Packers!", and if it's D we all yell "Touchdown" and raise up our arms.
The Lost Kids wait to see what everyone else has to say, then they respond, but if the teacher is watching closely, it's easy to see who is hesitant and who is really on it. Kids sometimes plug in their team instead of Packers, which makes it even more fun and noisy…and of course, I look hurt and annoyed. 

Using whiteboards works great especially if you divide the class into groups and each group compete with each other for extra credit points.  Allow the students to come up with their own name for their group. The teacher gives all the students the same question. The students converses with each other within their group and decide on the best possible answer. Even those who are struggling will learn something without all the embarrassment. Surprisingly, those who are "not with it" may ultimately be the ones with the correct answer.  The teacher may give the students 30 seconds to answer, then all students show their answer at the same time. Every team is a winner if they have had at least answer correct!

I have used cards before. I had them on colored rings so I knew A, B, C. or D were on the blue ring. True, False, or I don't know were on the red. I also had number cards 0-9 on a ring and operational signs plus <, >, or = too on another for math.  I did find they were effective.  I have also used clickers with the SmartBoard which were effective too.  That being said I tend to like the individual whiteboards with markers as it helps me better see where the difficulty may lie.  I have had kids that were just good guessers but really had no real understanding and having them show their work, whether it be a drawing or words or numbers or whatever gives me a better idea.  It also gives me ideas on who can help whom or what I can do better to help kids achieve even more.  I also realize whatever is perceived as safe has a whole bunch to do with teacher attitude so I make mistakes and own up to them. I also let my kids see me go to a dictionary, another teacher, the book, or the internet for unbeknownst-to-me answers.

The age group of the students I teach range from 19- 35yrs. I use Flash (index) cards  often in class and reiterate  questions  from the Chapter they are having the test on…this works out well for those students that have difficulty with studying.   I also have the students pair off in groups, and have them each write 5 questions from the Chapter on index cards to quiz each other, then exchange cards with the other groups in the class. I've noticed the rise in test scores!

Since retiring after over 40 years, I'm substituting K-12.  This card idea would be handy to see if the lesson has gone well.  By laminating 35 - 40 sets, I would have enough.  Students might think that this was different and therefore, participate.  Great for feedback for me and the host teacher.

Hello Tom,
    Tonight is my first time hearing about this idea. I have been a reading coach for the past two years. I love the idea, and I will share it woth the teachers at my school Thanks so much.
Judy B
L C, LA.

I've used the wipe boards where the students write their answers and turn the boards upside-down. At my signal, they turn their board over and hold it on their chest.  Just like your cards.  They seem to like that.  For older students (6th grade) they have a card on their desk to write on.  I ask, 'What are your questions?"  Everyone must write and I walk around the room looking at the cards.  It takes about 1 minute.  All MUST write, even if it's "I understand."  No one knows what the other student is writing and I have found the children are very open to this idea.

I should think I may try it. The most important is not to apply it to each an every lesson.  However it is good to demostrate maximum participation by the learners.
 
 
Thanks

I like the idea and have used it before with a few modifications.  Not all students are auditory learners and you give them choices but they are only hearning the answer choices.  I have done the visual, auditory response choices and with some classes even had them read the choices with me.  Because research shows that the 7 to 9 year olds do not like to take risks, it is important to have them answer where no one else sees the answer but you.  So, I have them leave their cards in a box and put the answer choice on the top of the pile I walk quickly around to see answers and they can store the cards in the box when done.

I've used these cards as well as miniature chalk boards.  I don't use them on a daily basis.  I teach special ed, so my classes are small enough for me to have a good idea of who is "getting it" and who isn't simply by observing body language and watching as they do their work.  Sometimes, they want to make it into a game; sometimes they want to work in teams.  This itself gives me a lot of info. It does help to pair up my students, because the lower functioning students learn from the higher-functioning students.
I actually grade on an accuracy scale AND a mastery rubric (based on how much help they need to get the correct answer).  The fact that I'm looking for that mastery rubric helps ME with MY observations.

I like the idea but I don't think it would work very well with my HS level students – I find it easier to identify the students who are ahead !  Then i use them in a grouip situation to help the others.

Yes, I do this, except in the electronic version.  A couple of ways is 1) clickers and 2) by using ARD and having the students respons only on their computer which I can see from my desktop.  In a low tech way the cards are the same as the clickers and if students don't share their responses they are confidential.  Students have a habit (not necessarily bad habit) of sharing with the class:  "oh, I got that one wrong" of "I put…"

I sometimes use small white boards and have all students hold their board up at the same time with their answer written on it.  I don't say anything until all boards are up and then I just say that I see some varying answers so we will work it out to see what's up.

I love the cards idea, not just for assisting students in getting over their unwillingness to admit they're not clear, but because the cards create a "context of learning" in the classroom. Those cards help each student say, "OK, I've got to be a little more conscious of what the teacher's saying because I know I'm going to be an active participant." 
I believe that ring of cards will keep my kids on their toes, especially if I only bring them out for the lessons that may be more difficult. Thank you for a simple, brilliant idea!

this is really good idea . i have tried this in my class as a game and never thought that i can use it as an assessment tool as well..great!!

I have seen a similar technique used in classrooms, but instead of cards, the students use small dry erase boards. It is a great way for a teacher to get an idea of whether a child or group of children are getting a particular concept. It can also be used as a quick quiz or exit slip. I like the idea of using cards on rings!

I have not used the cards. I think the kids would have trouble keeping track of them and I don't want to keep track of them either.  I teach middle school math. We use small dry erase boards and everyone reveals their board at the same time. If some students are not correct, I do various things: I'll show how to find the correct response or  I'll ask one student to explain step 1 and another step 2, etc. or I'll have them work with their partner. In the end, everyone will have the correct response written on their board. I make sure every student has a chance to show their stengths.

A method I have used for a long time for a wide range of ages is the 'peel off'. After a class discussion and moving into group work or indiviual tasks related to this work I will often say : "If you are feeling confident and you are ready to peel off and complete the task yourself without my support you may go back to your desk"
Then I am left with a group – sometimes very large sometimes very small – of students who feel they can not yet do it alone. I will often ask now what it is they are not feeling confident about? We discuss this further then have another peel off. This continues until I have no students left or a group of students who are unable to complete it without support of whom stay in the same area and I work with them as much as possible while moving around the others in between to give them some independent time.
 

Similarly, the use of red and green cards is fairly effective.  Using this system with community college students, each student is given a green card and three red cards (three strikes you're out).  When a question is asked, all students must hold up a card.  Green means they are fair game to ask, red means not this time.  Of course, they can bluff.  As the red cards are used, they are taken from the student.  When it gets to the point where one student has no red cards left, unknowningly the game ends and another activity begins.  If they bluff, sometimes they get 10 seconds to ask for help from thier neighbor. This is fairly effectiveused off and on but cannot be overused.

I'm surprised no one has suggested having them rate the TEACHER instead of their own level of understanding.  In Early Childhood we often have the children correct us;  we demonstrate something (could be a work habit, or how we write a math problem to solve it, etc) and have them respond with a thumbs up or head shaking no, to show whether the teacher "got it right."  The sillyness factor (ie exaggerating a wrong way, to make sure they're at least paying attention)  is of great benefit, as it loosens them up and distracts them from worrying about getting it right or wrong.

I'm not a teacher, but I do a lot of teacher training. The idea sounds like a good one to me – I'm going to suggest it to the teachers I work with will hear from them how it goes! Thanks, Tom. 

Haven't tried it but think it's worth trying.  Learners may respond differently depending on their maturity and attitude towards their schoolwork.  If the objective is thoroughly explained to them and they understand that it is to help them, the idea might work.

Some more advanced ideas than what I have used. Teaching younger classes I actually used small chalkboards, way back then. Always found the kids loved to use chalk and it's easy to  wipe off even some used the sleeve of their jumper; we even used to use magic slates with special pencils, you can still get them in toy/fun sections of toyshops. You just pull up the sleeve and the answer is gone. This one was always great for group work has that element of fun in it of course, and I always allow the kids a chance to share a message and a drawing, bit like a journal entry to a friend. I guess these days you could scan the screen and record any really great attempts. Always worried that it would just wipe off and student may never write so well again.
Love the idea of fingers in front of chest, this would work if students are seated in rows. Mostly today we tend to seat in pods or groups but I do still believe the one reference who said that in a non-threatening classroom students don't mind being identified with the one with the greatest question that will help many in the class, realistically with younger kids these days but it has worked for me in Year 5.
I am a Support Teacher now and I really wanted to be called a Learning Assistance Teacher, seems to take away the connotations but now its STLaN as an official title. One last idea I use with my groups is using small pads/jotters about the size of the palm of your hand, so kids could just hold it up to me quite quickly when asked – a "quick flash". These students don't seem to be threatened by the smaller pages and we  don't get writer's block although sometimes they fill up 3 of these sheets, they always love to draw and label or crack codes or find syllables etc
Would love some more info on "Clickers" or any other up and coming IT strategies.I think it sounds better than when my Yr 8 high-school lad comes home quite dejected with his pop quiz scores, to find that the test scores hasn't improved any and same types of questions wrong and you also have an even more dejected student who doesn't seem to understand. Now after 2 of these, I now go through each question with him and ask what changes he would make or provide some alternative answers.
Thanks again 

I fear the use of cards for older students won't work.  I use Friday Exit Slips in my eighth grade classroom.  Attached to their Writing Warm Up is a section designated for this.  I ask a question that deals with that week's lessons, sort of like a review.  They turn it in at the end of class and then I can separate them into 3 groups: they get it! they are almost there! or they need help!  That makes planning for interventions so much easier and it saves "face."

The school purchased white boards last summer to use this year.  The make-up of this class did not lend itself to having any extra items on their desks.  Some special needs children are very easily distracted.  I have encourage those who are willing to ask questions and praised those who have been willing to be wrong in their answer quesses.  I some times give wrong answers when checking over fact tests to see if they catch me.  I watch the eyes and facial expressions to see who actually knew.  They do enjoy catching the teacher in the primary levels.  I don't think the cards on the rings would work for certain lessons.  Clickers are being promoted in this school and that does give a record of answers.  We do not have enough for all grades to date.  Being older, I like the idea of using the tried and true helps, but am always open for new suggestions.

I thought I'd add a fabulous Idea along these lines I observed in my son's class on MONDAY!  He has an amazing fourth grade teacher,  Mrs. H!  And since I am also a kindergarten teacher for a different district I'm going to try it in my own classroom too.  After a math lesson she gave a "you do" math problem for students to work out alone.  She quickly went around the room checking work on the problem, a star or a smiley face was given on the one problem.   Student's with smiley's were then called back to a table for a quick reteach.  Students who got a star moved on.  In my class setting I plan to change my symbols often so that stars and smiley's don't get a stigma.  This was guick, easy, pretty private and no one appeared upset or embarassed.  The students who needed more support got it right then and there.  I'm sure she has already laid a lot of ground work about everyone needs help or clarification sometimes. 

Dear Tom
I teach 8-9 year olds.   I let my students use their thumbs close to their bodies in an upright position if they understand.  Those who have not yet grasped the concept do not put up their thumbs.  We learn new concepts on the carpet with blackboards.  After a while those who understand go back to their desks and work on their worksheets.  Those who do not stay behind and we complete the work on their blackboards.  No-one seems to mind who is on the carpet or back at their desks.

I also use small white boards for some things.  I give them time to finish, then do "1,2,3 everybody show me."  I also use sign language in my class. Students can show multiple choice, true/false, fact/opinion, etc.  They make the appropriate letter in front of their chests.  When they raise their hands, I can tell if it's for a question, comment, or restroom.  Works well for me, and they have really been interested in learning signs for other things too.

I have been in a substitute situation where the white boards were used.  Sample math problems, spelling words, vocabulary, or directions were given and the students had to write responses.  They were all shown at the same time.  It was great feedback for the teacher and non-threatening to the students.  They often asked to use them.   The cards create the following:  disorganization, lack of confidence in responding, and false responses depending on the type of response required.  I am a retired teacher, but am substituting and doing tutoring for students with special needs.  I  have seen all of the above reactions.  Actually having to work a problem or give an answer helps me see just where the student needs help.  Having to give an answer is comparable to doing the actual homework.  I can see the cards working in situations where organizarion and confidence are not an issue.

I may give it a try, Tom, and let you know.  I teach in a university in China and I am always looking for ideas to neutralize the "face" issue in my classroom.
I am not sure my students would participate, especially the ones that need help most even with the secrecy level increased.  It is frustrating.  I may give it a shot though.
 
Thanks for the idea, by the way.

Through my 30+ years of teaching, there is no shortcut to assessing your students' achievement levels.  Always include an activity that solicits a response from every student.  They all get a turn!  If you make the activity fun with a just enough competition to avoid sensitive students from becoming discouraged, you will be able to assess effectively. 
Establish 100% participation!
Express your expectations clearly!
Watch your students carefully!

In kindergarten and first grade, we use sign language for the letters, numbers and "yes" and "no," The children make the signs in front of themselves so that all can show their own answers. This makes it easy to see who has the correct answers, but there are no cards to play with during the lessons.

I use a tissue box with a label on each side.  These are the labels I put on each side:  concerns, suggestions, positive comments, help.  I usually take a couple of days to teach students how to use each one.  Then, they make their note and drop it in the box as needed.  I also use this as a form of communication, because I comment back to them and put it in their "mailbox".