# data[].attributes.body
Real world scenarios using students skills instead of memorization

# data[].attributes.headline
In first grade we confer often which leads to mastery instead of assessments

# data[].attributes.subject
In first grade we confer often which leads to mastery instead of assessments

# data[].attributes.body
Grading can be subjective at times.

# data[].attributes.body
It is important to assess the same skill or concept not only many times but also in many different ways.

# data[].attributes.headline
when we offer test corrections, high school teacher sometimes question whether the student is actually re-learning the material

# data[].attributes.subject
when we offer test corrections, high school teacher sometimes question whether the student is actually re-learning the material

# data[].attributes.body
depends on the environment that it's offered

# data[].attributes.headline
Creation of rubrics and consistent understanding or interpretation of rubrics

# data[].attributes.subject
Creation of rubrics and consistent understanding or interpretation of rubrics

# data[].attributes.headline
I am not a classroom teacher so often left out of dialogue

# data[].attributes.subject
I am not a classroom teacher so often left out of dialogue

# data[].attributes.headline
design should start with the "end in mind"

# data[].attributes.subject
design should start with the "end in mind"

# data[].attributes.headline
Rubrics (which can sometimes be hard to use)

# data[].attributes.subject
Rubrics (which can sometimes be hard to use)

# data[].attributes.headline
PLC's not used as originally intended -lack of data analysis etc

# data[].attributes.subject
PLC's not used as originally intended -lack of data analysis etc

# data[].attributes.headline
Benchmark assessments should be made by a grade level team

# data[].attributes.subject
Benchmark assessments should be made by a grade level team

# data[].attributes.headline
Lack of training, and consistent message

# data[].attributes.subject
Lack of training, and consistent message

# data[].attributes.body
interleaving is a way to review old ideas or skills while still moving forward with the content

# data[].attributes.headline
Immediate assessment of learning: quick formatives to guide instruction

# data[].attributes.subject
Immediate assessment of learning: quick formatives to guide instruction

# data[].attributes.body
reassessment can be a useful tool to support formative assessment and work towards success in future summative assessments

# data[].attributes.headline
Need for consistency within grades and levels

# data[].attributes.subject
Need for consistency within grades and levels

# data[].attributes.headline
I don't rely heavily on assessment as I only see kids/classes for 50 minutes/week or every other week. I see 23 different classes   

# data[].attributes.subject
I don't rely heavily on assessment as I only see kids/classes for 50 minutes/week or every other week. I see 23 different classes   

# data[].attributes.headline
Grades= stress (Grades valued over learning)

# data[].attributes.subject
Grades= stress (Grades valued over learning)

# data[].attributes.body
What do I expect the students to be able to do?

How can I scaffold throughout the assessment with problems that address skill level?

What does proficient look like? Is it a % of the answers correct? Is it hitting the big ideas?

# data[].attributes.headline
First graders cry when they hear assessment

# data[].attributes.subject
First graders cry when they hear assessment

# data[].attributes.body
timed math facts
assessments for report cards

# data[].attributes.body
I've noticed summative Assessments morphing into more project-based stuff

formative assessment should provide immediate feedback to students and  change a teacher's instruction

SAT thoughts...

# data[].attributes.body
can anyone see this?