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Instructions - In the second row, write what the research article(s) promotes about this theme.  For example, what does the research recommend in terms of effective practices in terms of this theme?  Try to focus on assessment or teacher leadership perspectives.

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Instructions - In the second row, write what the research article(s) promotes about this theme.  For example, what does the research recommend in terms of effective practices in terms of this theme?  Try to focus on assessment or teacher leadership perspectives.

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Instructions - In the third row and below, give an example (one per textbox, please, to keep things organized) from personal experience (or from the experiences of your colleagues that you communicated with) that dealt with this theme and how it supports or contradicts the research article(s)

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Instructions - In the third row and below, give an example (one per textbox, please, to keep things organized) from personal experience (or from the experiences of your colleagues that you communicated with) that dealt with this theme and how it supports or contradicts the research article(s)

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one article I found said that centers are great for differentiating

second article said this...

third article said this...

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One article said this...

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I tried using centers in my math class.  It went well.  Some students used Khan Academy on their devices, other students worked on a project, others met with me for remediation.

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My novice colleague tried centers after we discussed the research articles. Here is how it went...

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This article researched the achievement of female juniors SAT scores on the effects of flipped classroom.  The research showed that the class who received instruction in the flipped classroom  performed better  vs those who were instructed in class.  The flipped classroom had more time to question the teachers and work with their peers and grasp the concepts better than those who had less time with the teacher in the classroom.

Britney stated that her article also attributed students success by their individual effort. She discussed teachers providing feedback in terms of students meeting their learning targets. Teachers looked at misconceptions that frequently occur so that adjust their approach to a task to maximize their performance.

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Themes:
Formative Assessments
Effective Online Assessments
Assessment Needs of Tier 2 RTI Students

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Those that are not teachers or in the education arena making the assessments - the issue how can we make authentic assessments based off of our student's demographics

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One article-Relationship building through dialogue with students

Second article-Simplifying data to help drive instruction

Third article-Benefits of formative vs. Summative Assessments

Fourth Article-Rubrics provide clear expectations for assignments

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Verbage should be written in student-friendly language. Teachers should be open to rewording the questions so students can understand the information. Timely feedback is a must -- oftentimes immediate.

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Shakevia
The first article focused on the seven different ways to formally assess students are priming, posing, pausing, probing, bouncing, tagging, and binning. Shakevia's second article focused on why self assessment is important.

Johnathan:

Johnathan's first article focused on tracking and monitoring students online. Based on this article, Johnathan found that students do not take self assessments effectively online. His second article focused on strategies on how to use videos in online teaching.

Telecia:

Telecia's first article focused on discusses the role and purpose of assessment in RTI and critical knowledge for teachers and specialists. Her second article focused on discusses the importance of instructional driven assessment data, the purpose of valid assessment, and the implementation of these assessments within RTI.

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- Exit Tickets
- Conferring
- Observations
- Questioning strategies
- Peer assessments
- Student Goal Setting

Exit tickets should be brief and using student-friendly language. Formative assessments can be group assessments so students can explore their answers with their peers and offer creative responses to open-ended questions/task.

Formative assessment should allow teachers to adjust their instruction or provide interventions for students to promote learning.

One of the articles addressed student goal setting and that “consistent goal setting and goal revision not only motivated the teacher but it also helped the student accept some “ownership” of learning goals and encouraged students to become actively involved in setting increasingly challenging goals.” Goals can be addressed during conferences with students and allow students to be involved in the learning environment.

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Students can create digital portfolios to house their work from the entire semester and be submitted as a summative assessment.

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Some schools are focused on assessing while other schools are focused on building relationships with parents and students.

Teachers are worried about validity of test results under these circumstances

Teachers are excited about tools that simplify data and make sharing with parents easier.

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R.A.C.E
Rubrics
Checklists
Constructed Response

All the articles discuss ways in which the assessments provide clear feedback about student strengths and areas of growth.
Shifts the accountability from the teacher to the student.

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Student performance on classroom environment

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Student performance on classroom environment

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The articles I read, talked about how classroom environment, student effort, student achievement, and student motivation effected overall student assessments. It discussed how students setting goals and objectives for themselves helped over all student achievement. Also, it talked about how interest and the importance of a topic will effect student performance.

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This article researched SEL and its effect on student achievement in math and ELA.  Although students did make gains,  the researchers noted that they did not take into account other factors.

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This article researched SEL and its effect on student achievement in math and ELA.  Although students did make gains,  the researchers noted that they did not take into account other factors.

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Shakevia's Personal Experience:

Shakevia is using the tools and strategies for formative assessments, however she needs to better understand how to use the strategies and tools collectively to better assess her students in math.

Johnathan's Personal Experience:

Johnathan has started tracking the time that students are spending completing online assessments. He is planning on using some of the strategies for incorporating videos for online learning.

Telecia's Personal Experience:

I have noticed that there is a gap in how we assess Tier 2 students in a general ed. classroom based on their intervention needs. Because of this, there is no growth in the area of reading when assessed because there are no purposeful interventions being put in place for Tier 2 students.

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Standardized "have been referred to by educators as disruptive because they take place outside the context of normal instruction"
Teachers need a sound program of ongoing assessment rather than those administered too infrequently and containing too little detail to actually raise achievement.

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Research showed how formative assessments for skill and fact fluency are not beneficial when use with timed test.  Research showed that different instructional strategies like interviewing,  journaling, performance and literacy task produced more comprehensive accurate picture of what students know and what their misconceptions were.  Researchers also stated that timed test caused anxiety in students .
My experience with this formal assessment is agreeable, looking at my gifted students, anxiety causes them to clam up and forget what they have learned.

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Article 1 discusses classifying students correctly.

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Article 1 discusses classifying students correctly.

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Giving students accommodations and modifying work as needed.

Accommodations can effect the validity of an assessment.

Article 2 discusses the ACCESS assessment and the language proficiency of EL students

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Looking into creating authentic assessments for all content areas, even in Math - not just giving a problem for students to solve

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SEL has been a great way to address the needs of the whole child in the classroom, not just their cognitive ability.  With improved behavior I have noticed improvement in student engagement but not as much with assessment scores.

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SEL has been a great way to address the needs of the whole child in the classroom, not just their cognitive ability.  With improved behavior I have noticed improvement in student engagement but not as much with assessment scores.

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Throughout the year, I try to have the kids set personal goals to help with achievement. At the end of class, I usually ask kids how they feel about the "I can" statement which I feel helps students with motivation and effort.

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Alternate assessments, particularly formative assessments, were found to be the backbone of true student learning.

The article also concluded that efforts to strengthen formative assessment produce significant learning gains.

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Accommodations-I've noticed that teachers do not always give accommodations or modifications for their EL students but when its time for a major assessment they want those students to have accommodations. What we tell the teacher is you have to give these students accommodations ALL year long not just when it's time for a major assessment.

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Accommodations-I've noticed that teachers do not always give accommodations or modifications for their EL students but when its time for a major assessment they want those students to have accommodations. What we tell the teacher is you have to give these students accommodations ALL year long not just when it's time for a major assessment.