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A success that I have recently had with assessments, was having my students self assess in a video form. This was a success for me because students that seemed confident in their knowledge were telling me that they did not feel confident, which allowed me to see that we needed more time in putting fractions on a number line. A challenge that I have is simply time. I find it hard to fit in everything that I want to do, and while the videos were great, they took up SO much time.

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First off, this is a great class, however i have 8 tables in octagon shapes spread about my classroom and no traditional tables or desks. This makes formal testing a nightmare. Almost all the students are working right in each others space and it makes chating a huge factor. What this had meant for me is that I use more short answer or essay prompt tests to keep students from being able to easily look over and copy information. It's just a bummer because not all of the students are great at expressing themselves through longer written responses. I can accommodate for those with IEPs but I can't change the test for everyone that the format affects.

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One assessment that i use is an performance based assessment. In PE i will assess students on skills performed that are aligned with the PE standards. I have a rubric for skills that follows the standards, and students are assess based off of the rubric. For the most part this works well with my students, but there are always some students who do not try. This would be the biggest problem with this assessment, is that sometimes students do not give effort.

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This was a HUGE success for me, because the students LOVE using markers and white boards. To mix it up, I also allow them to use different color markers every now and then. (I use these on a daily basis).

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I teach students with learning disabilities in high school. We have a testing room our students can go to to have a separate environment to help ease testing anxiety. They also get extra time which helps them review their work. And depending on the subject they are allowed a self made notecard to use as a reference.

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One success I’ve had is limiting the number of problems or questions and making each more intentional. This cuts on time, anxiety, and makes them easier to enter in standards based grading. One challenge I have is differentiating for EL students. I read the directions and, when possible, allow oral responses. But, I sense that testing differently may make students uncomfortable or they don’t want to wait for me.

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A success I had was using Kahoot. I have never used it until last week. My students loved it and i was able to see if my students understood our math lesson. It was quick, easy, and fun. Definitely going to be doing this often. A failure I had was trying to have the students use white boards as a quick assessment. The class was noisy, markers were on the floor, and it was difficult to see everyone's answers.

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Individual white boards help me to assess if students are learning the new math topic. Students are eager to show off their math skills.

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Individual white boards help me to assess if students are learning the new math topic. Students are eager to show off their math skills.

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One success that i had was having my students self-assess while pair sharing with a partner. I thought they would get off topic however, they did great discussing what they learned and where they struggled.

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I've gotten to a point with my students where they can self-assess their skill level/competition level and choose fair teams when we play certain sport games.

A challenge is actually assessing each student for performance of sport skill. I have around 45 students at once and aside from just observing them, its challenging to get a formal assessment done.

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My students are understanding the meaning of sad, happy, mad, hungry through visual aids. This has helped them self-assess how they're doing throughout the day and they can now communicate that.

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I recently gave a assessment on the bones that we had gone over in class.  I found that those that had been actively listening did well on it and it also solidified my thoughts on those that weren't listening.  But I graded one assessment and the grade surprised me because she is very attentive and always seemed to listen well.  However she is one of our EL students.  After the test I talked to her classroom teacher to learn more about her and she concurred with my assessment that she needed accomodations.  So in the future I will need to probably do an oral exam with her.

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I had success with a formative assessment in which I used thumbs-up/thumbs-down/thumbs-to-the-side.  My students showed me throughout the lesson with their thumbs if they were getting the lesson or not.  Thumbs-up = GOT IT! I let them continue on independently.  Thumbs-to-the-side = they think they have it but will come for support if they get stuck.  Thumbs-down = DON'T HAVE IT ALL.  I used this as my intervention group.

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I had success with a formative assessment in which I used thumbs-up/thumbs-down/thumbs-to-the-side.  My students showed me throughout the lesson with their thumbs if they were getting the lesson or not.  Thumbs-up = GOT IT! I let them continue on independently.  Thumbs-to-the-side = they think they have it but will come for support if they get stuck.  Thumbs-down = DON'T HAVE IT ALL.  I used this as my intervention group.

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A success that I've had in the past included when I had my students build out both notes and talking points ahead of a discussion (Socratic Seminar). My students that were stronger used those notes to study ahead of the discussion, and my students that needed more support (IEPs, 504s, anxiety, etc.) were able to use their notes as accommodations during the assessment.

A challenge that I've had is being able to provide ample, appropriate, and timely feedback to my students. The last time that I tried to give high quality feedback for an essay assessment I was working 3-4 hours per night leaving comments for nearly two weeks.

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Group work, I enjoy being able to listen to my students talk their ideas out so that I know if they are on track with the topic or if I need to go back and cover the material again. I like this method rather than asking straight out questions because I feel that the students are usually more at ease when they do not know they are being assessed. 

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Group work, I enjoy being able to listen to my students talk their ideas out so that I know if they are on track with the topic or if I need to go back and cover the material again. I like this method rather than asking straight out questions because I feel that the students are usually more at ease when they do not know they are being assessed. 

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We do biweekly quizzes to assess students’ ability to address and understand unknown texts. I have seen increased improvement in students’ ability to do this.

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In a moderate setting, communication is not always the easiest for my students. Being able to break them into small groups/centers with para support, I am able to observe my students working without interrupting, and notice what they are skipping, missing or accomplishing.

I have the WORST time with State Assessments for my students. They are being tested on material they may not have even been exposed to yet due to their goals and skill level.  I do not believe it gives an accurate picture of my students, and I HATE reading the stories 13 times.

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The informal "thumbs up" assessment was a challenge for me this year because I have a student with no thumbs. I created, "Palms up". So whenever I am looking for a fast assessment, I ask students to show me a "Palm up, palm down, or sideways palm" and it took it while to kick in but they were all troopers and made my little girl feel included!!

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Assessment challenge is the weekly quiz at the end of the week. There are no tests--only quizzes in this course. The paper and pencil quiz is a summative assessment that is chunked. Students demonstrate they understand when I formative assess, but do poorly on quizzes. 

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Assessment challenge is the weekly quiz at the end of the week. There are no tests--only quizzes in this course. The paper and pencil quiz is a summative assessment that is chunked. Students demonstrate they understand when I formative assess, but do poorly on quizzes. 

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Sometimes it is difficult to find something that my students would love to work for. At this age they need to be motivated to work sometimes or it's hard to assess the students' skills and knowledge.