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Students do not take low-stakes tasks seriously because they are not "a grade."

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Transitioning from one activity/task to another is one of the easiest times to lose kids to distraction. Sometimes it feels easiest to just keep chugging forward instead of risking that!

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Curriculum drives specific cool downs that are not always student friendly.

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Uncertainty of how to apply formative assessments to different content areas (science vs. ELA; math vs. social studies, etc.)

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Uncertainty of how to apply formative assessments to different content areas (science vs. ELA; math vs. social studies, etc.)

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Teachers aren't sure how to apply formative assessments to different content areas and/or lesson types, because formatives seem to lend themselves to more formulaic or sequential learning tasks.

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Making sure all content is covered in a timely manner to match the pacing guides.

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Teachers may want to use formatives more, but not be informed on all of the different types/tools/styles/ways to incorporate them into given curriculums

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So Many Standards

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Asking students to participate in some types of formative assessment requires vulnerability. It can be hard to push students to be okay with not knowing the answer.

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Formative Assessment During Instruction VS A Formative Assessment in Schoology

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Formative Assessment During Instruction VS A Formative Assessment in Schoology

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There's a value in both. Formative Assessments throughout a lesson provides me the knowledge if my kids are getting it. A quick "Small Group" playing together or answering a question during the lesson can let me know if I need to stay on the same topic, or if we are ready to move on!

Asking each section to play as a small group isn't something I have to include in the gradebook as a Formative Assessment, but the knowledge IS a Formative Assessment.

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Getting the students prepared for the formative in 5 mins when transitioning is difficult

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Students see formative assessments as busy work, not worth their time. Showing the students that the feedback is more valuable than the grade.

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During certain points in the quarter there are time constraints. Also, I think there is an underappreciation of the value of formative assessments. If used correctly, formative assessments can gage the overall knowledge and understanding of each student.

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You can create tests in Schoology that more or less "Auto Grade". Could this be utilized more as Formative Assessments for core teachers to alleviate the burden of grading additional materials, provides additional data, and adds more to the gradebook?

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I feel that one factor is the atmosphere of the classroom. Teacher needs set a tone for the students to engage in learning. Make them feel that they are ready to learn and they will leave the classroom feeling fulfilled- welcome them with an encouraging word or phrase written on the board

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There’s always a gap because while teachers know formative assessment is valuable, it’s not always clear how to make it a natural, engaging part of everyday teaching. It takes time, trial and error, and sometimes it just slips with everything else going on.