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1. Examine the standards you're teaching and identify obstacles BEFORE students engage in a culminating activity - final or formative assessment.
2. Use formative tools to hone in on problem questions that will reappear in some way on a summative assessment. For example, run an analysis with scantron tests to see which questions more than one third of the class answered incorrectly.
3. Differentiate the assessments as needed. Or at the very least, allow for choice on the assessments. 7 out of 10 MC questions, 1 out of 3 essay responses, 5 out of 8 short answers, etc.

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1. Assessment should be aligned with the standard
2. Differentiation and choice is available in the assessments.
3. Questions should be reliable and valid. In teaching a new course, I realize that my first attempt at an assessment question, usually needs revision or another set of teacher eyes.

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1. It is important to determine which standards are causing the most difficulty for students.
2.  The assessments should be aligned with the standards.
3.  Differentiated assessments support student learning.

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1. There should be a real world application to the assessments. Kids need to see how they will use their learning in THEIR life.
2. A rubric should be provided so that students know the criteria and how they will be graded. A model should be included as well!
3. All assessments should be directly linked to a learning target/standard. Students need an opportunity to show their understanding in multiple ways as well.

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1.  Assessment should be aligned with the central standard/s for the unit.
2. Needs to be appropriately rigorous.
3. Needs to give accurate information about the student understanding and progress.
4. Must be designed so that giving timely feedback is possible.

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1. Should align with content standards and provide the teacher with valid information re: student progress.
2. Should include a variety of formative and summative assessments, which include choice and highlight a student's strengths.
3. Questions should be clear and recognizable to students - something they have seen before in some fashion - not designed to trick or confuse...

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1. Assessment should be aligned with the curriculum standards and students should see the importance of the knowledge.
2. Assessment should be designed in which teacher can identify trends/gaps in mastery of content, among  groups of students.
3. If technology being used- Assessment should/may utilize technology that students are comfortable using. This might be an obstacle that "trip students up", and not accurately assess student knowledge. Perhaps providing "choice" as to whether or not to use electronic version or hard copy may eliminate this obstacle.

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1.  Real world connections should be part of the assessment. Students should understand the purpose and be able to make connections.
2. Rubric is aligned to OWL content and ACTFL standards.
3. Students should be able to have choice in their assessments to demonstrate their strengths.
4. Instructions should be direct.

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1. rubric is aligned to content standards and similar to what is used in the BCPS assessment process.
2. hopefully worded in a way that it is obvious to me which vocabulary words/concepts we need to fix/work on.
3.Hopefully they won't get "tripped up" but maybe they aren't able to hear the same things that their classmates are.

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1. Align with the standards (both from the curriculum and what was actually taught)

2. Combination of both formative and summative assessments
3. There should be a clear purpose for why the assessment is taking place

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1. questions should be definitely aligned with the standards and what was taught
2. should not be purposely trying to "trick" or  "frustrate" or "get"  student just for sake of being able
3. should not use a text that is too difficult to comprehend which makes it seem like student doesn't understand skills but really isn't the case at all

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1. Starting with the culminating event in mind. Students should know the culminating event from the first day and the choices involved in the project.
2. Aligned with NGSS standards (curriculum standards).
3. Questions should be written so that errors due to misconceptions, partial knowledge, or flaws in reasoning can be easily identified.

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1.  Questions should be designed to allow the teacher to easily pinpoint student misconceptions.
2.  Aligned with the curriculum, which should be aligned with CCSS.
3.  I think it is beneficial to allow for student choice on how to complete the assessment. For instance, paper/pencil vs. online assessment vs. dictation vs. etc.