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I am intrigued by the idea of assessments being instructionally sensitive or insensitive. It is important to be able to assess the instruction that students are being given, but if the assessments do not reflect that, then it is pointless. If we can make our assessments instructionally sensitive, then there would be no reason to have to "teach to the test." We would be able to simply teach content the best way we see fit, and an instructionally sensitive assessment would be structured to accurately assess instruction and learning. This is one of the biggest takeaways for me from this article.

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I found it interesting that while assessment plays such an important role within the classroom, very few teachers are assessment literate. It is vital that educators understand the role of formative assessment and the tools necessary to implement proper instructional techniques within the classroom setting.

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How can we as educators successfully create assessments?   We need assessments for learning material and to improve student learning and literacy

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Assessment should not be used as a form to acknowledge students knowledge. It should be the techniques and supplies that improve student literacy.

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The concept between instructionally sensitive and insensitive assessment is rather important because it acknowledges that some assessments are not quite aligned with teacher instruction and therefore not an appropriate measurement of content knowledge for some students. The question then becomes how do we address this? Teachers should be sufficiently assessment literate, but to what degree should this affect their instructional style?

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I wonder how we will become assessment literate. What can we do to create assessments that achieve our goals as educators? How can we make sure to not misinterpret and misuse information gathered from our assessments? What exactly is instructionally insensitive assessment and what does it mean to us as future teachers?

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Assessments should be based on the understanding of who it is for and what the purpose of the assessment is. Teachers need to assessment literate in order to ensure that their students are learning the appropriate information. A teachers illiteracy for assessments negatively affects students. Assessments need to be appropriate and malleable.

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The most eye-opening factor for me was that assessments and test are not synonymous. I now know there are distinct differences with these terms when before I was using them interchangeably.

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I think it's very interesting that assessment plays such a large role in the classroom, yet few teaching programs teach assessment literacy. Grades can make the difference in what colleges you get into, what job opportunities may be available and even if you get a discount on car insurance.  With the critical consequences it can carry, paired with its immense value in aiding leaning, I would think more programs would place an emphasis on it

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How to mindfully make classroom assessments through informal and formal procedures. And how to effectively use the assessments to adjust teaching or learning. It also made me wonder about the consistency between teachers students may have over the course of their elementary school years. How can schools train teachers to be aware of new research on learning and promote adjustments in curriculum and lesson planning in each individual classroom?

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I am currently wondering how sensitive assessments are created. How in practice do we know if something is insensitive or sensitive? 

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I am currently wondering how sensitive assessments are created. How in practice do we know if something is insensitive or sensitive? 

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How does this tie in to state-mandated tests that may not be accurate measures of students' learning? We have to give these tests as part of our job, but what do we do when they don't line up with what we know to be true about how to best assess students? Can we do anything?

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Should professional learning communities be involved in the assessment-making process?

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Part of assessment literacy is knowing the wide variety of assessment types and their purposes. Having a fluency in assessment allows teachers to know which assessments will be effective when implemented and when they are effectively implemented. Assessment literacy allows teachers to create the best possible curriculum for their students.

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Teachers need to make sure assessments are not only valid but also reliable but how can teachers make sure to incorporate both? What are some strategies for making assessments both reliable and valid?

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I am shocked about the lack of preparation that teachers have in the area of assessment. If there is so much research on the benefits of formative assessment, why does there continue to be so much emphasis on summative assessments and multiple choice tests??

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My biggest takeaway was the author's point about assessment and text it being synonymous terms. I always associated the two terms as meaning the same thing, which is now what I understand to be summative assessment. I now know that formative assessment, which is an ongoing process, holds so many benefits for actually seeing what your students are learning. There are way too many children who get nervous when it comes to summative tests, and they don't get the opportunity to really show the teacher what they know because of the fear that these tests instill in them. I really look forward to exploring methods of formative assessment and putting them to use in my future classroom to grasp what my students are learning.

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Assessment is not just a test to access students knowledgr. Assessment literacy.

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The authors portray formative assessment to be better than summative assessment.

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Before reading the Popham article, I hadn't thought much of assessments from a teacher's perspective. As I student, I saw a lot of summative assessments, but didn't think about how assessments could be formative and used to for learning rather than to assess learning after teaching. This thought process emphasizes Popham's point that assessment literacy is necessary, and teachers must take advantage of and utilize assessments in order to understand

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I think that it is important for teachers to receive ongoing professional development so that they can provide the most appropriate assessments and feedback to help students create deep understanding

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This article made me really think about the value that exists in literacy assessment. Teachers need to be educated about literacy assessment be

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My reaction to the article is that assessments are not meant to hinder student learning. Rather, it should be an opportunity for both the teacher and the students to enhance their literacy. Whether it has to do with the teacher and her execution of the content or student learning outcomes, assessments should create be an active, ongoing construction.

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Teacher training via professional development is so, so important for so many reasons. Professional development can help teachers stay up-to-date with changing educational practices and can help them become "assessment-literate." This development will ultimately benefit both the teacher and the student.

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It's fascinating to me that teachers are uneducated on assessment when it is so central to everyday classroom life. Why are teachers so closed off to change and continued education

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Assessment is very powerful. It can help students evaluate their current understanding of material and their strengths and weaknesses. On the other hand it can discourage students and cause them to feel less motivated to learn if they are constantly receiving negative feedback. Teachers must be purposeful and responsible when

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Being assessment literate means being well versed in effectively implementing assessments and interpreting the results to inform teaching and learning. Is it possible for standardized accountability assessments to be instructionally sensitive? Who decides the exact tests to be taken in each classroom? How do non bilingual teachers assess ELL performance on accountability tests?

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I think this reading brought up vital points about assessment testing. In my grade school learning experience, I felt as though testing was given in order for the teacher to understand if their students comprehended the lesson. It was more driven on facts, as the tests were mostly multiple choice and short answers. However, after reading this article, it made me realize that those aren't not the tests that we should be giving students. It is more important to test to understand a student's prior knowledge, then build and construct a lesson plan around that. As the article states, "when classroom assessments are conceived as assessments for learning, rather than

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Assessment is an important tool, that if done right can elicit evidence of learning. There is summative and formative assessment, and formative is a more personal and transformative way of interpreting student learning As a teacher, i want to pay attention to the way i assess my students, and make sure that I am getting a true depiction of their understanding. .

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Teacher's need to be well aware of the tools that are available to then, one of those being assessment, in order to take full advantage of their resources and create the most cohesive and progressive classroom they can.