# data[].attributes.headline
Less content in exchange for more formative assessment is beneficial.

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Less content in exchange for more formative assessment is beneficial.

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Increase wait time, allow pair share, group discussion (not just teacher led) to evoke reflection and allow revision towards success.

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Increase wait time, allow pair share, group discussion (not just teacher led) to evoke reflection and allow revision towards success.

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Students need to be able to communicate their evolving understanding with other peers and teacher.

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Students need to be able to communicate their evolving understanding with other peers and teacher.

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Teachers need to take risks in order to gain rewards. #keepmovingforward

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Teachers need to take risks in order to gain rewards. #keepmovingforward

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Type of feedback given is very important.

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Use frequent short tests done with teacher collaboration, tasks’ relevancy must be apparent, feedback must be given allowing to revisit and improve (achieve mastery/success)

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Use frequent short tests done with teacher collaboration, tasks’ relevancy must be apparent, feedback must be given allowing to revisit and improve (achieve mastery/success)

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it is better to have frequent short tests then one larger test

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it is better to have frequent short tests then one larger test

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Dialogue between students and teachers should be thoughtful, reflective and focused. 

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Dialogue between students and teachers should be thoughtful, reflective and focused. 

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Feedback has been shown to improve learning when it gives students specific guidance on strengths and weaknesses, preferably without any overall marks. 

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Feedback has been shown to improve learning when it gives students specific guidance on strengths and weaknesses, preferably without any overall marks. 

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Teachers can feel overwhelmed in creating or implementing formative assessment when there is a demand for certain curriculum needs to be met

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Opportunities for students to demonstrate their understanding should be built into your teaching.

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4 steps of Implementation: 1. Training small group and then train the trainer.  2. Dissemination need to be a slow process 3. Review obstacles and reduce external tests 4. Do further research on how to blend formative and summative

# data[].attributes.subject
4 steps of Implementation: 1. Training small group and then train the trainer.  2. Dissemination need to be a slow process 3. Review obstacles and reduce external tests 4. Do further research on how to blend formative and summative

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Self-esteem of students should be considered when thinking about assessments.

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Students need to be trained in self assessment so they understand the purpose of what the target is. 

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Students need to be trained in self assessment so they understand the purpose of what the target is. 

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 Focus on grades lessens inquiry.  If include advice on how to improve, all is good.

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 Focus on grades lessens inquiry.  If include advice on how to improve, all is good.

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There should be continuous feedback between students and teachers to obtain the best learning results

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There should be continuous feedback between students and teachers to obtain the best learning results

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Formative  assessment to self-assessment is inevitable 

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Formative  assessment to self-assessment is inevitable 

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Teachers collaborating together can create better assessments

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Teachers collaborating together can create better assessments

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Feedback to students should be about specific qualities of their work.  It should avoid comparison with others.

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Feedback to students should be about specific qualities of their work.  It should avoid comparison with others.

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Feedback should be about qualities of the work not what is correct/incorrect and shouldn't compare students with others

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Teachers need to be supported in order to meet the demands of wanting better outputs.

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Students need to be actively involved to ensure improvement 

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Students need to be actively involved to ensure improvement 

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-Better formative assessments yield better test scores, especially for lower-level students.

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-Better formative assessments yield better test scores, especially for lower-level students.

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-Formative assessment is about giving better feedback to students.
-Assessments shouldn't be used to put students in competition with each other.

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We need to prepare students to be stronger critical thinkers

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We need to prepare students to be stronger critical thinkers

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Feedback should be about the quality of the students work with advice on how to improve.

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Feedback should be about the quality of the students work with advice on how to improve.

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Frequent assessment feedback helps both low and high attaining students.

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Frequent assessment feedback helps both low and high attaining students.

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Students should be involved in self-assessment.

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In order for assessments to be successful, classroom teachers will need to be willing to modify their practice.

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In order for assessments to be successful, classroom teachers will need to be willing to modify their practice.

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There is evidence there is room for improvement-people tend to focus on 3 possibilities:      1.effective learning     2. Negative impact:          competition and not improvement     3. Managerial: 

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There is evidence there is room for improvement-people tend to focus on 3 possibilities:      1.effective learning     2. Negative impact:          competition and not improvement     3. Managerial: 

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Improving formative assessment does raise standards

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Improving formative assessment does raise standards

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strengthening formative assessment produces significant learning gains.

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Change will only occur through professional development that builds on existing good practices.

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Change will only occur through professional development that builds on existing good practices.