# data[].attributes.body
Formative assessments are used throughout the learning process to gather feedback on student knowledge and progress. Formative assessments can include pre-tests and quizzes, or simply Do Now prompts, exit tickets, KaHoots, class discussions, etc.

# data[].attributes.headline
I use formative assessments to quickly gather information on where my students are in their learning of a concept.  Some of the way I gather this information is from the use of exit slips, bell ringers, white board problems, using online quizzes such as kahoot.

# data[].attributes.subject
I use formative assessments to quickly gather information on where my students are in their learning of a concept.  Some of the way I gather this information is from the use of exit slips, bell ringers, white board problems, using online quizzes such as kahoot.

# data[].attributes.body
I use formative assessment to see that the students have correctly grasped a concept or if there needs to be more discussion/practice with it. I've used exit slips, journal writing, formative assessment probes, (P. Keeley). In Math I will have students write on their little white boards the problem and then hold them up to see who is "getting it" and who needs some help.

# data[].attributes.body
Formative assessments are anything that can be used to gather information about student understanding. Once that information is acquired, then the data is used to inform instruction. I use exit tickets, do now (bell work), small online quizzes where the results are immediate, questioning, observing

# data[].attributes.body
The formative assessments that I have used are observation (big part), exit slips, warmups, guided practice, questions (mine/theirs)etc. Two of my favorite ones are sorting activities and scavenger hunts.

# data[].attributes.body
Formative assessment is the way that I check in with my students to see how their understanding is progressing. .

# data[].attributes.body
I like to do formative reviews using Kagan's "Numbered Heads Together" and Socrative, which allows me to save responses and review them further. This guides my lesson before assessment.

# data[].attributes.body
I sometimes use screencasts to explain how to use new equipment. I can assign this as homework and embed it within a Google form, which may include questions. Many times I ask students to post their questions. This is a simple tasks that allows use to use valuable class time on problem-solving. When students post questions, I can answer those questions at the top of the period and we can begin, which is more efficient.

# data[].attributes.body
Most of the formative assessment I do is in the form of observation. One can determine much information by listening to the questions students ask.

# data[].attributes.body
We use avatars in our class that students make and place on a common board. Each avator only the student knows and they give us feedback on lessons and we place them in a location based on their understanding.

# data[].attributes.body
Formative assessments are quick assessments that can be used to drive instruction in the classroom toward the objective of the lesson or unit. I use formative assessments throughout each unit. I use verbal assessments to do a quick check of which students understand the concept being taught and which ones need additional time/help. Written formative assessments are usually exit slips or share with a partner. Google forms have been a great help in being able to get data quickly then adjust lesson plans accordingly.

# data[].attributes.body
Formative assessments are ways that I am able to see quickly if students are understanding the topic we are studying. It is also a way for students to show what they know and use that knowledge to enhance the rest of the learning process. Formative assessments I use is go formative, socrative, Kahoot, and exit tickets.  My students love to play Kahoot and it allows me to see what they know in a fun, exciting setup.

# data[].attributes.body
Formative assessment describes tools and methods I can use to quickly assess student learning and understanding. Some of these assessments can also be used for students’ self-assessment. In my classroom I have used a random number generator to assign boardwork, bellwork, discuss with a partner, etc.

# data[].attributes.body
Formative Assessment has many evaluative methods of assessing student's achievement. I asses my students verbally,  on written  assignments, on quizzes, tests, and at times on projects. I believe the best assessment I receive from students is when they ask a specific question, and before I can give them a cue, they have recognized their mistake and can continue on with the lesson.

# data[].attributes.body
I think of formative assessments as all the ways I routinely check to see if my students are understanding content and skills throughout a unit. I do a bell ringer almost everyday that either asks students to practice what we have learned or to look ahead to a new topic. I also have students pair and talk while I listen in or have them share with whole class. I also use the question tool on Google Classroom, 5 fingers to show understanding, exit tickets, and others

# data[].attributes.body
Formative assessment was a way to see any types of misconceptions that the students had.  Being able to address the misconception allowed students to feel more confident in their learning.  I could also see who has it.  Differentiated instruction could be immediate.
I have used several types and tools for formative assessment.  Observation with  checklists, google forms, exit slips, plickers, poll everywhere, formative, and simple individual whiteboards.

# data[].attributes.body
I've used random name chooser, exit slips, class "build a graphs", bell work, socratic seminar, etc.

# data[].attributes.body
Formative Assessment is simply checking in with students to find out if they are "getting it". And the "getting it" could be anything, from facts to asking questions.