# data[].attributes.body
There are many different purposes for pre assessment like gathering information about our students in our class and what we know about students. We can discover how to help our students move to the next level in their education, and what we need to do to drive instruction. A big purpose of pre assessment is determining the learning goals that need to be met within each individual student. It also informs us how students will move through the program, and it allows us to group students based on their understanding.

# data[].attributes.body
We use pre assessments to really understand our students strengths and weaknesses, and it allows us to implement different strategies. We can use pre assessments to see which students need more challenging or enriching learning and which students will struggle with instruction. Pre assessments can also be used throughout the whole year to really monitor students progress and see how well they are really learning the material.

# data[].attributes.body
You can use pre assessments in many different ways. Pre assessments can be entrance tickets, graphic organizers, and quizzes.

# data[].attributes.body
Embedded formative assessment is very important when it comes to assessing our students. A big purpose of this is to gather evidence and information. We gather evidence of our students to specifically see if our students are understanding what is being taught to them. We also use this evidence to evaluate if our students are mastering the standard, or if they need extra practice with specific items. Another important purpose of embedded formative assessments is to give feedback to students. Through feedback our students will be given the information they need to help them learn the material better and to grow as a scholar. This is also very immediate feedback, if the students receive feedback, it will be within the lesson and verbally given back to them.

# data[].attributes.body
Embedded formative assessment is very useful to teachers when it comes to checking for understanding of content knowledge and understanding. It is used to allow teachers to gain understanding of what students know and what they need to know, and ultimately close the gap between the two.

# data[].attributes.body
A couple examples of embedded formative assessments would be a ticket out the door and hand signals.

# data[].attributes.body
The main purpose of a summative assessment is to document student proficiency. It allows teachers to understand if their students are understanding the content material, and if they are comprehending what is being taught. It also allows the teacher to see what students really learned, and if there is anything that they need to go back and review and reteach. It gives teachers a clear understanding of if students can apply what they have been taught. The purpose of a summative assessment is to monitor student learning and to check for understanding of the unit that is being taught. Another purpose of summative assessments is to collect data to see progression throughout the year, and to report to parents on if their child is mastering concepts.

# data[].attributes.body
There are many uses of summative assessments. Summative assessments can be used as midpoint checks and then as unit final assessments. They are used to check for understanding of what has already been taught. Another use of summative assessments is pretests and post tests, these are used to show the growth of students on concepts that have been taught.

# data[].attributes.body
A few examples of summative assessments could be performance assessments, portfolio assessments, a final project, or midterm exam.

# data[].attributes.headline
The Steps a Teacher Should Take When Developing an Assessment 

# data[].attributes.subject
The Steps a Teacher Should Take When Developing an Assessment 

# data[].attributes.body
When developing an assessment, teachers should use the backward design. You want to start out with the learning outcomes, this is when you decide what you want your students to be able to do, or what you want them to know. Next, you approach the assessment. This is when you determine how you be able to gain understanding of if your students are mastering the learning outcomes. Lastly, you determine how and what you want to teach to make sure your students are understanding the content material.

# data[].attributes.headline
How to Determine the Type of Assessment to Design

# data[].attributes.subject
How to Determine the Type of Assessment to Design

# data[].attributes.body
To determine what type of assessment you want to design, you should first consider the standard and the learning objectives. You have to decide for yourself what type of items will give you the best results and understanding of students skills. It is also important to remember what skills your students obtain when it comes to determine the type of assessment you want to give out.

# data[].attributes.body
When an assessment has validity, it means that the inferences, uses, and consequences that come from the assessment are appropriate. To ensure an assessment is valid, you want to understand that if you assess the same thing in a different way, that each assessment results in the same response. You also will want to gather a number of examples of the same assessment and compare. The importance of validity is to make sure that the quality of inferences that you gather from the scores are made on the basis of the obtained scores.

# data[].attributes.body
Reliability of an assessment is how consistent it is, and that the scores are free from error. To ensure an assessment is reliable you will want to administer assessment until all of the results are consistent. You will also want to use many different items and tasks and give clear instructions for answering and scoring. Another strategy would be to give less longer assessments and give more shorter assessments. Reliability is important because from these results, teachers make instructional decisions, and they need to be free from error.

# data[].attributes.body
When an assessment is free from bias it means it is does not give students a negative reaction and it does not give disadvantages to students. To ensure an assessment is free from bias it is important to allow other individuals review your assessment, and to look for any types of bias within it yourself. The importance of making an assessment free from bias is to allow your assessments or questions to not offend students of minority groups and to give all students an equal opportunity to succeed.

# data[].attributes.headline
How Do Teachers Use Statistics to Make Interpretations and Use Data From Their Assessment

# data[].attributes.subject
How Do Teachers Use Statistics to Make Interpretations and Use Data From Their Assessment

# data[].attributes.body
Teachers can use statistics to see how many students in their class have similar scores, what scores most students obtain, are scores scattered or bunched together, do the patterns form unusual, or did any students score unusually higher than their classmates. Teachers use this to make edits to future instruction and revise curriculum. They use statistics to use the data from these assessments to make it easier to see whole class grades at a glance. It is easier to view how well students did and compare their grades together.

# data[].attributes.headline
Examples of Statistics That Might Be Useful 

# data[].attributes.subject
Examples of Statistics That Might Be Useful 

# data[].attributes.body
Stem and leaf displays, to see distribution of scores

Ordering (ranking), to identify range of scores, highest and lowest scores, the mode, and variability of scores