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Teachers are not the ones only responsible to make "inside work better," policy makers should also be on board to help

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Teachers are not the ones only responsible to make "inside work better," policy makers should also be on board to help

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page 1 " And why is it that most of the reform initiatives mentioned in the first paragraph are NOT aimed at giving direct help and support to the work of teachers in classrooms?"

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page 1 " And why is it that most of the reform initiatives mentioned in the first paragraph are NOT aimed at giving direct help and support to the work of teachers in classrooms?"

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That "improved formative assessment helps low achievers more than other students" - Page 3

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For assessment to function formatively the results have to be used to adjust teaching and learning; thus a significant aspect of any program will be the ways in which teachers make these adjustments. 

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For assessment to function formatively the results have to be used to adjust teaching and learning; thus a significant aspect of any program will be the ways in which teachers make these adjustments. 

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- I agree the formative assessment can HELP students and teachers should make adjustments, but how does this work now with timelines and deadlines to get through certain curriculum by a certain time?

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On page 1 twenty years ago it was stated that inputs from the outside impact the "black box" that notion is still very true today, we just call it now social emotional learning and trauma informed care.

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With government involvement in education, do they always have the best interest in mind? Sometimes decisions are made without discussing or sharing of ideas with ALL stakeholders not just a few stakeholders. Sometimes we make reactive decisions to education not proactive ones.

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I agree that formative assessment can help low achieving students, but the problem is that traditionally, those students are the ones that resist completing formative work 

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I agree that formative assessment can help low achieving students, but the problem is that traditionally, those students are the ones that resist completing formative work 

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More check ins right after a lesson vs the next day. 

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More check ins right after a lesson vs the next day. 

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Improving formative assessments helps low achievers students  

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Improving formative assessments helps low achievers students  

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I used to do a lot of exit slips, think I may go back to that 

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I used to do a lot of exit slips, think I may go back to that 

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Making formative more interactive and checking in before the class period ends or right away the next day.

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How do you get lower achieving students to complete formative assessment to help teachers modify education?

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Continue to strive to give continual and consistent feedback to work given and presented. Continue to be clearer on expectations and feedback on both summative and formative assessment.

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The old teaching model of lecture, notes, homework, and "let's move on" is antiquated and needs to be blown up.

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The old teaching model of lecture, notes, homework, and "let's move on" is antiquated and needs to be blown up.

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Continue to try to show students the value of completing formative assignments to help teachers modify educational practice 

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Continue to try to show students the value of completing formative assignments to help teachers modify educational practice 

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This type of teaching is more demanding on the teacher, but the gains involved for all involved are serious. 

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This type of teaching is more demanding on the teacher, but the gains involved for all involved are serious. 