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Formative assessment-pretest of skills -paper copy

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Formative assessment-pretest of skills -paper copy

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Sudents grade their own assessment and graph their scores on their growth chart.  Each skill in the unit is broken down and students graph each skill. They then set goals and review mindset 

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Sudents grade their own assessment and graph their scores on their growth chart.  Each skill in the unit is broken down and students graph each skill. They then set goals and review mindset 

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Refining stdent goals. Teaching students how to write a goal based on own goal and differentiating instruction based on student feedback adn ting into IEP goal.

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Informal assessments to give me real time feedback. Formal assessments inform me if students are grasping the content over a period of time to determine my instruction.

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A new learning is all the ways to make the assessment student driven and relevant to the real world. There are assessments I want to try such as using dialogue and presentations.

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Students will graph their results to see their growth.

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Formative assessments work best for me as they give me the ability to quickly adjust lessons as needed.  Formative assessments also allow me to provide feedback quickly, which is necessary for student growth.

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Formative assessments work best for me as they give me the ability to quickly adjust lessons as needed.  Formative assessments also allow me to provide feedback quickly, which is necessary for student growth.

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A new learning is using self-assessment.  Having students think about their learning will help them build connections and help me better understand what they know/need to know.

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A new learning is using self-assessment.  Having students think about their learning will help them build connections and help me better understand what they know/need to know.

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I really like the idea of having students graph their growth.  This is something we can implement in their interactive notebooks.  

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I really like the idea of having students graph their growth.  This is something we can implement in their interactive notebooks.  

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Informal formative assessments are best for my students, this way they do not know they are being tested and do not worry about having to take a test.

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Students have their own data folder where we work together to talk about the progress they are making, I will make the assessment data part of this process as well

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Explain to students that the assessments not only helps them learn things and show me what they learned but also helps me be a better teacher. Tell them that the assessment isn't only for them but also for me the teacher, this might take some of the anxiety of a test away.

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For academic goals, formative assessments with immediate feedback is most successful for my students. For example, if the students complete the "You Do" portion of a math task, it is important that I go over the math task immediately and we work through any corrections. If a day has passed, it is not as effective to provided guided support. It also helps me to see if we need more review or can increase rigor. For social/behavioral goals, observation with direct and specific feedback is more effective.

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I like the idea of having students provide their own feedback. It would be helpful to see how this would look like in a cross-categorical setting. One idea I had would be to use different emojis, ask students to rate their understanding first by pointing to the emoji and then facilitating a dialogues of strengths and concerns.

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Currently, I graph my students data and verbally conference results with students. Instead, I think it will be helpful to have the students assist me with graphing their results so they can see their progress and take more ownership of their learning.

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Formative assessments are the best indicator of student learning for me. This type of assessment informs me daily if the students are grasping the lesson of the day. I can adjust my instruction based on this feedback.

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New learning not only helps me understand what the student have and have not learned but it helps the students know if they have learned the concept or lesson also.

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I used to have my students grade many of their own assignments but I had gotten away from that practice. I will go back to this practice of having the students grade their own assignments. Then I will graph the results so they can gauge their progress.

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Definitely formative assessments. This will also give good data for IEP goals as well. I will be able to analyze their responses and give the necessary feedback so I know if I need to reteach the concept.

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Definitely formative assessments. This will also give good data for IEP goals as well. I will be able to analyze their responses and give the necessary feedback so I know if I need to reteach the concept.

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I never thought about the emotional component of assessment. Students will feel more empowered when it comes time to taking the summative assessments if we perform and carry out the formative assessments correctly.

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I never thought about the emotional component of assessment. Students will feel more empowered when it comes time to taking the summative assessments if we perform and carry out the formative assessments correctly.

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I will compare the answers to their pre-assessment and ask if they notice any differences in their post-assessment.

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I will compare the answers to their pre-assessment and ask if they notice any differences in their post-assessment.