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As a High School Special Education Teacher who works with mainly freshman. I find low prep, high assessment very effective in my classroom. Since my students are still getting used to the demands of high school, juggling multiple classes, and learning how to manage their responsibilities, lesson planning for freshmen can be difficult. I frequently have to modify my plans to accommodate their shifting academic requirements and the workload they have in other classes.

These on the go reflections not only benefit the student to recieve quick feedback but it can also provide a boost in confidence when they are assessed in their core academic classrooms.

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I find that low-prep, high-impact assessments are a win-win for both teacher and student. The low-prep allows more work time for me to collect/view the data received from the assessment and work on implementing changes based on those results into my instruction. These types of "check-in" assessments help teachers guide instruction on a daily basis and are adaptable to the teacher's agenda objectives and students' learning objectives.

My students feel less pressure when I utilize this form of assessment because the stakes feel lower due to the amount of information being assessed and the frequency at which I assess in this manner. They know that there is room for error, quick feedback, and reflection/reprocessing when they have these more informal assessments.

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I feel like this type of assessment is what I use frequently, although I definitely want to incorporate more student feedback in my practices. I am curious to see how others have implemented the feedback at the middle school level specifically with students with prioritized curriculum needs.

I like the data driven feedback for the students, so they are able to gauge their learning and see their own progress. This will assist them in making goals and tracking their progress. Since this is a life skill as much as it is a career skill I really value this.

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After reviewing the Key Concepts for Low-Prep, High-Impact Assessments, I see several clear benefits—for both teachers and students—that connect to practices I’ve leaned on in the past. They're practical, effective, and grounded in what actually helps both teachers teach better and students learn more deeply.

From the teacher perspective, these assessments are designed to be quick to implement and require minimal setup. That alone makes them easy to integrate without disrupting the flow of instruction or adding hours of prep. More importantly, they provide immediate feedback and clear, focused insights that directly inform my next steps. I’ve always appreciated tools that let me respond in real time to what students need, and these strategies are flexible and adaptable enough to work across different content areas and class dynamics.

For students, the benefits go deeper than just checking for understanding. These assessments are student-driven, encouraging reflection, self-assessment, peer collaboration, and a sense of ownership over their learning. I like that they push students beyond rote memorization and into higher-order thinking—analyzing, applying, and synthesizing ideas. When assessments are built into the learning process like this, students feel more involved, less anxious, and more motivated to engage with the content.

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As a second grade teacher, I know how important it is to check for understanding during lessons with my students. However, I also feel that time is always limited and that can be a struggle. I am excited to try low prep, high impact assessments as a powerful tool in my classroom. One of the biggest benefits for teachers is that low prep, high impact assessments are a quick and easy way to help teachers see what students know and they won't take hours to prep and grade. These assessments help teachers see if students are understanding what is being taught and if there is a need for reteaching. These assessments also can guide teachers in lesson planning and development. If students are grasping the concepts teachers can move forward to new material and if certain students are struggling teachers can pull that group of students for reteaching. I think one of the biggest advantages for both students and teachers for using low prep, high impact assessments is that it follows the content knowledge that is being taught in the classroom. One of the biggest benefits for students is that these assessments allow for the students to get the support right away when needed. Students can get direct support before it is too late and they fall behind. These assessments allow for students to be in control of their learning and be successful in the classroom.

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There are numerous benefits of low prep- high impact assessments for students and teachers. For teachers, the time saving element is #1. We all know the numerous hats we wear as teachers, parents, coaches, etc. Being able to create and assess students in an efficient way, allows the time to invest in other materials or lessons to build upon the content. Teacher burn-out is real, low prep high impact assessments can reduce the stress and pressure of lengthy assessments and rubrics.

For students these forms of assessment are great for providing quick feedback and adjustments to learning. Students become responsible for being engaged, and checking for their own understanding. I think the biggest benefit for students is the lack of terms like "quiz" or "test" that a longer, formative assessment has. These assessments can often induce stress and Be doing a low prep assessment like a Blookit or Kahoot engages students in an assessment while "playing" a game.

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There are so many benefits of low-prep, high impact assessments to both teachers and students. For my students, they are a good way to check their own learning and be provided with feedback that will help continue their learning process. Both students and teachers can receive clarification, elicit information using an assessment lens, interpret and evaluate what students know based on the learning goals, as well as taking action based on the prior three streps.

The infographic is super helpful because it provides 6 key characteristics of low-prep high impact assessments. My takeaway from this is that that are clear, quick, immediate, flexible, and student driven. I will certainly use this reference when thinking about formative assessments with my students.

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Low-prep, high-impact assessments are a powerful tool in my 4th grade classroom because they are quick to use but provide meaningful feedback that helps guide instruction right away.

As shown in the video, formative assessment is all about adjusting teaching and learning in the moment. These types of assessments fit perfectly into that cycle ... especially when we use them to see what students are thinking as they work and take action based on that evidence.

The infographic highlights that these assessments require minimal setup and align directly with learning goals. That makes them easy to fit into daily routines without taking away from instructional time. They’re also flexible and student driven, encouraging self reflection and peer collaboration, which helps my students take more ownership of their learning. Most importantly, they help me identify misconceptions early and adjust instruction right away, so no one falls behind.

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I am a high school Social Studies teacher, I feel that having low prep formative assessments is beneficial for myself and my students. Having low prep assessments saves myself time and allows me to quickly assess if students understood a topic we just learned about. Students are also able to get instant feedback because they are quick to grade.

Students can also benefit from some of these low prep formative assessments. Throughout a given unit I will have some Gimkits or Blookets made for students to play. While they think they are playing a game, which they enjoy, it allows me to see who is understanding the topic and who is still struggling.

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As a Spanish teacher, I feel that these low prep formative assessments are beneficial to both the student and the teacher. From a student standpoint, there are several ways they are being assessed informally and so they are able to know quickly based on fast feedback how they are doing and what questions to ask or to get more help on. From a teacher standpoint, the low prep saves time, and there are so many ways to get formative assessments by simply observing, asking questions, walking around and checking their work, if they work with peers, also checking on how they are doing. With this, then the teacher can go back and reteach a certain point, or present it in a different way, give more examples, etc.

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As a math AIS teacher, I am always looking got quick assessments that align with the standards. I use old NYS assessment questions because they are written and reviewed so I know the questions do not have errors, which I have found using the online programs with questions teachers submit.

Using the released questions allows me adjust instruction and use questions from other grade levels as appropriate. I use these questions as review and exit tickets. My students enjoy working a vertical whiteboards which allows me to quickly assess understanding of the skills.

There are some online assessments that are helpful. I find they have to be used with caution as students may just pick answers (multiple choice) which makes it difficult to determine if there is an understanding of the skills and concepts. Years ago I used Castle Learning as a cumulative review. Unfortunately we do not have that program any longer. I am always on the look out for a good online assessment as I do think there are benefits for students in terms of immediate feedback.

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Some major benefits as teachers would be immediate feedback for us if we are teaching the concept correctly, without spending a time of time to get this valuable feedback. What we may think is a great idea to teach a standard or concept doesn't necessarily mean it works for students. Some students may need to be retaught and we as teachers can adjust our lesson the next day to meet the students' needs, not just ours. I also think it's a great tool to get individual feedback on which students need more support on the concept from their resource teacher, AIS teacher, etc.

For students, it provides immediate feedback on what they know and what they don't, or thought they understood. It would be terrible for a student to realize they didn't understand a concept when there is a Summative Assessment. Students can seek extra help for concepts they don't understand, or if they do, maybe it will provide confidence so they can participate more in class or help classmates as well.

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I am a Social Studies high school teacher and on any given school year I can be teaching US History, Participation in Government, Psychology or Sociology. In collecting data from my students with assessments I am always on the look out for materials that are low prep but high on data. Using low-prep, high-impact assessments offers several key benefits for both teachers and students, creating a more efficient and meaningful learning environment.Low-prep strategies reduce burnout by avoiding the need for complex rubrics or lengthy grading processes, making formative assessment more sustainable throughout the year. For students Frequent, low-pressure checks normalize the process of learning through trial and error, encouraging resilience and a willingness to keep improving.

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One of the most profound benefits for teachers is the ability to adjust your lessons to fit the needs of your students. Traditional assessments often involve longer turnarounds in getting information back to the students and then it is a question of if they will even look at the feedback.  Low-Prep, High-Impact Assessments allows teachers to adjust to their students needs, while giving them feedback while they are actively engaged in the subject, not after they have moved on to a different topic.  This should also lead to more active participation by the students.  Obviously saving time is always beneficial, but I think having a more receptive, engaged and focused group of students could also be a major benefit to the teacher and the classroom environment.

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There are many benefits of using low-prep, high impact assessments. One of the biggest pros in my opinion, for both students and teachers, is the fact that these types of assessments allow for content knowledge to be demonstrated quickly and easily. This can benefit students greatly because they can receive immediate support if they are having trouble with a certain concept. It also can allow students to take more ownership of their learning by taking a moment to stop and reflect on what they do and do not understand.

Teachers benefit from these fast and effective assessments by gaining an understanding of whether their students are grasping what they are learning. If they are, the lesson can move forward, and if they are not, the teacher knows what topics need to be covered again in greater detail. As others have mentioned, preparing and implementing these assessments does not take a lot of time at all, so they can be used without missing very much class time. I have had lots of good experiences with online tools like GimKit, Quizizz, and Kahoot!, as well as more traditional methods of assessment like having students write a paragraph on or draw a diagram of a topic that we covered in class that day.

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The benefits of utilizing assessments that are low prep and high impact to me would be in using time effectively- quick, easy to implement to me mean that I would be able to integrate them into my lessons easily. In turn I would be able to access student generated data quickly, which would help me make informed decisions about students' understanding and whether or not I need to make adjustments. For students, these methods of assessments would give them timely feedback on their progress within the curriculum. I like the idea of assessments being quick, simple, and intentional. I would also like to incorporate more student driven assessments. As a special education teacher in a special class at the high school level, there are times when I avoid student driven collaborative activities because of behaviors. If I can develop assessments that are quick with instant feed back, all students will benefit. I am very much interested in digital assessments, as many of my students respond best to alternative methods of assessments and curriculum delivery. I have used Kahoot and found that students do respond positively to them. It does take a bit of time to develop a Kahoot that is meaningful and aligns with the content.

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For teachers, a benefit of low-prep, high-impact assessments is time. Being that they are low prep, teachers can get actionable feedback from students without having to spend a lot of prep time to create them or class time to complete them. Often using online polling, Kahoot, Google practice sets, exit tickets, etc don't take a large amount of time to create or complete, and yet they can be a treasure trove of student information on learning and whether or not they have hit their learning targets. I also think it's great for teachers that they give immediate and actionable feedback. If they are completed digitally, usually the breakdown of student responses is available to the teacher immediately and feedback or instructional adjustment needs can be evaluated in that moment. Clarifying misconceptions can be addressed right then rather than having to wait for the next class day after the teacher has manually reviewed the material.

I also think it benefits students by being a low stakes assessment. Most times formative assessments are not taken for grades and that can take the pressure off students to feel the need for perfection and they can just perform and share what they know. Also, if the assessment is gameified, it often taps into students' competitive nature and then they are more engaged and willing to participate in the activity.

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The biggest benefit is time. Teachers can plan a variety of assessments in a short amount of time. It also allows for multiple assessments within one lesson. Less time to prep and use means the teacher gets quick feedback and can change the lesson as it is happening. This also benefits students because it won't take a lot of time for them to see where they are. Less time will also likely be lower stress for them. Low-prep high impact assessments ensure engagement from students. Students are engaging in higher order thinking, which can be a good key for the teacher to see where their learning levels are. Students will be able to explain their understanding.

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I'm a Chorus teacher, and I assess my students 4 out of 5 days every week. On Mondays, students receive a weekly assessment sheet populated with the learning objectives and skills/standards being addressed for the upcoming week. Students turn in their completed assessment sheets on Friday; I input the data into a spreadsheet that is formatted to identify students who have achieved mastery, are proficient, and are developing in their music literacy skills; the spreadsheet then calculates a class-wide average, so I can know the competency level of my entire ensemble.

I'm not going to lie - as aesthetically pleasing as my weekly assessments are, they are quite laborious to create. I have to frontload the first five weeks of skill-based instruction (to ensure that students are set up for success for the remainder of the year). Occasionally, a knowledge gap presents itself that I didn't anticipate, and I need to pivot my assessment strategy - it isn't fair to assess students on something that they aren't ready to be assessed on. Using low-prep/high-impact assessments can afford me the flexibility to respond to issues in real time; the quick implementation ensures that no precious instructional time is lost, and the assessment applies to a real-time issue that students are actively working through in the rehearsal process. The immediacy of this type of assessment lets me know whether I'm good to move on to the next portion of the instructional sequence.

I'm hoping that this PD opportunity will help me become more flexible and adaptable, as I work to find more opportunities to center students in the learning process.

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There are benefits for teachers and students regarding low-prep, high-impact assessments. For teachers, the biggest benefits are time efficiency and ease of implementation. In my seventh-grade math classroom, I use exit tickets, vertical whiteboards, hand signals, interactive polls, gallery walks, two truths and one lie, find the mistake, peer feedback, and tech tools such as Kahoot, Google Forms, and Schoology quizzes. These examples of low-prep, high impact assessments do not require the same amount of prep time as an end-of-unit exam. In addition, these low-prep, high-impact assessments are easy to implement at the start, middle, or end of a lesson whereas an end-of-unit assessment can take one or multiple class periods to complete. For students, the benefits are less pressure, variety in showing one’s understanding, and increased participation. Students feel less stress using a low-prep, high impact assessment. These types of assessments are shorter, quicker, and provide immediate feedback for students compared to big unit exams. Moreover, students can demonstrate their learning in many ways using their unique learning styles. Lastly, students tend to like the interactive and quick-response format which helps to increase their engagement.

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I think one of the biggest benefits is that they are quick and easy to implement. Quick assessments ensure I can use them seamlessly in the classroom. I can also gather real time information without spending hours planning or grading (who doesn't love the sound of that?!). In order to continue being beneficial, it is important to always remember to tie them to specific learning objectives. This ensures that the data I would collect is directly aligned with what I want students to know and be able to do. Just as the infographic states, such assessments should provide immediate feedback that informs my next instructional steps. Because of this immediacy, another benefit is that I can adjust instruction on the spot, revisit a concept, or move forward with confidence that students are ready. These assessments benefit students by reducing pressure and giving them more opportunities to engage with the material in meaningful ways. They also benefit students who might struggle with traditional tests, offering alternative ways to demonstrate understanding. They can also support students who need frequent check-ins, helping them stay on track and feel more successful in their learning.

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The benefits of using low-prep, high impact assessments are mainly time. These assessments are designed to be quick to implement and provide meaningful insight into students understanding and progress. For teachers, since these are low-prep they don't require a lot of time and effort to create or grade. For students since these are quick they are able to get back instant feedback on their progress. So for both students and teachers they allow them to have time to do other things. Once the teacher looks at these assessments they are able to guide their instruction and see if any re-teaching is needed.

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The benefits for both teachers and students of low-prep, high-impact assessments is that the class will be able to reach their learning goals more quickly and efficiently by seamlessly integrating the assessments throughout  the normal flow of the lesson. Integrated formative assessments allow teachers to gather information about how students think about the learning goal so they can move forward in the most effective manner through observing, listening, and questioning. Through interpreting the data, teachers will be able to take action and adjust their lessons to meet students where they are. This allows teachers to tailor their plans for the students so they can benefit and meet their goals. For students, low-prep, high-impact assessments provide a scope for them to construct knowledge through a focus on the learning goals and process, gaining  feedback on their learning and accepting ownership of their learning through peer and self evaluations. Students will be more engaged and involved in their learning and have a better understanding of how to learn (metacognition). This is a very responsive model of teaching and learning.

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There are many benefits for both teachers and students when using low prep high impact assessment. These types of assessments are aligned with learning goals that are being taught. The assessments are quick to implement and require minimal set up from the teachers. The assessments help teachers gauge students’ comprehension during the lesson, provide immediate feedback to students and allows teachers to make adjustments when needed based on students needs. These assessments promote collaboration, self -reflecting, self-assessing. Students are able to take ownership of their learning and gain a deeper understand of the content.

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Low-prep, High impact assessments are important for teachers and students. For teachers, the minimal prep makes it easy and less overwhelming to come up with your own ideas. If there is a method that is simple, yet effective, it takes a lot of pressure off of teachers. Assessment that provides information on student learning within the lesson, helps teachers understand what adjustments to make in the moment. For students, allowing them to receive feedback on their learning helps them to understand the purpose behind what they are learning and where they are going next. Students can participate in assessments through self-reflection and peer collaboration, which promotes their metacognition skills.