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Response to intervention (RTI), and using assessment to create interventions to help students succeed.

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1. Formative assessment can be used to determine what to teach students next and what the students are already understanding.

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1.  Assessment has moved from being a single type of test to become more flexible and use more formative assessments.

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1.  Formative assessments can sometimes create a negative connotation and be tough on some students and teachers but it helps with data sharing to find the best instructional pratices.

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Formative assessments should be carried out in multiple formats that are able to create clear instruction.

Standards-based learning shows what a student has learned, as opposed to just a simple grade.

Various forms of assessment are used in each tier (assessment-linked instruction and intervention) presented through RTI frameworks.

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2. Larger summative assessments are becoming more reliant on technology.

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Formative assessments being used as a way to inform the teacher rather than punish the student. Also it can come in many different forms and representations.

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1. Assessment FOR learning not of learning.

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2. There have been arguments to change eligibility determination for young students because traditional, single-point-in-time measures of performance are often irrelevant to intervention planning and they are expensive to conduct.

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2. Recognize children who are not progressing early on

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3. Our primary goal along the lines of assessment as educators is to always be looking for ways to benefit each individual student; make changes that improve personal learning.

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3. Assessment is moving from focusing on the end result only to focusing on the process of learning the material.

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Assessment is used to capture the effect of context and intervention over time

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2. Moving away from traditional grading to a more standard-based approach. This means caring more about how well children understand the material rather then their grade.

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3. Problem with the traditional measures of testing. End of unit tests and spelling tests show what a student might know in that 10 minutes, not their progress overtime.

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2. Standards based assessment is being utilized more than benchmarks to see if students are meeting specific "what do I know?" questions.

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"When assessment is compatible with early childhood philosophy and curricula, it will be embraced."

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Assessments are becoming more individualized for children.

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Using technology to assess students but also making sure that the technology matches the outcomes for the student, not assessing them on the use of the technology.