# data[].attributes.body
AOE: How can students understand the IB math mark scheme to better understand where they can gain points on in class assessments and the actual external assessment May 2023?

Students expressed concerns on preparedness for the IB exam and brainstorm ways they can understand their mistakes on exams and where the marks/points actually come from so we agreed to go over markschemes after quizzes and exams so they can see from the official IB a questionbank what’s acceptable and what’s not based on certain command terms. This will help students be more mindful on where they can gain points instead of lose points, even if they do not know how to answer each part of the question, it’s always easier to gain by knowing how they grade a multi mark question, rather than leaving it blank.

We self graded a quiz and some in class assessments, also switched with other class mates so practice grading other work and looking for errors based on the official IB mark scheme. (error analysis)

# data[].attributes.body
I have opportunity to work with a small group  2x a week doing reading intervention.  We are exploring how their reading skill level impacts how they do in their other content area classes such as I&S and math.  They expressed self awareness in that they are not able to read at the same level as their peers.  They don't like to read because they are not good at it but do have a desire to find a book that they might enjoy.
I had structured my intervention to be a structured reading program, but I have made some adjustments in that I am using resources that directly relate to non fiction (ancient civilizations) -  so they can feel more knowledgeable in a content area as well as develop their reading skills.
We are also thinking about doing a book club so that they have the experience of successfully reading a book that they can talk to their peers about with enthusiasm and develop confidence.

# data[].attributes.body
1. AOE: How can assessments advance students' initiative to use their notes proactively.
2. Overarching issue(s): students shared that they have a lot of information being given to them but did not necessarily know how to use the time given to processes it.
3. Adjustment(s): chunk/highlight key point and mandate "reflection" time where students rewrite notes in their own words; also, designate a name for that note area for quick reference; and lastly, spend some time reinstating the "Book of Knowledge" practice.

# data[].attributes.body
1. Area of Exploration/Question:
My questions were: Reflecting on 11th grade - Did our assessments help you to understand what success looks like in global politics?
Do you think 12th grade assessments fit your needs? How/Why?
2. Overarching issue(s) that your students shared: Students shared that they understood what success looks like in global politics. However, their definition of success was completing the work assigned, rather than success in the quality of the work. They felt that they understood what was being asked of them and they understood how they were being graded in 11th grade. The 12th grade assessments were less transparent - they felt that that had less understanding of how to complete IB style assessment (which had just been introduced when the conversation happened)
3. Adjustment made in your class to address this issue: I made more practice assessments with lower stakes to help students learn how to take document based assessments. I also implemented reflection assignments to force students to look at the feedback they received.
4. Intended Impact/Goal: The goal was to be more transparent so that students could both feel more successful and be more successful in IB style assessment.

# data[].attributes.body
1. Area of Exploration: Reach out to families to see how reading is discussed/supported at home and if/how students are sharing what they're reading.

2. TBD: Google Form results

3. Anticipated Adjustments: sending out suggested discussion questions for families, unit previews at the start of each unit in ELA with resources for parents to use with their kids

4. Goal: More conversation and attention around reading to support skills taught at school and grow in comprehension

# data[].attributes.headline
Assessment: What Fitnessgram assessments do you feel are most reflective of your overall fitness level? Which ones are the most challenging? How do you measure your own success?

# data[].attributes.subject
Assessment: What Fitnessgram assessments do you feel are most reflective of your overall fitness level? Which ones are the most challenging? How do you measure your own success?

# data[].attributes.body
Students shared that they felt that the Pacer, push-up, curl-up and mile were solid assessments of their overall fitness. They thought it was helpful to have the goal of trying to improve in standards but not graded on it. Students felt they need more time to improve and have tough time outside of school. As a result I allow students to come and train during recess (office hours) with me.

# data[].attributes.body
1. AOE How students prepare/study for tests?
2. Overarching issue: Student study skills
3. Adjustments: Open access to create their own quizzes on Chemquiz.net as well as "pre pre test quizzes".

# data[].attributes.headline
Levy - 10th Grade Government and Economics

# data[].attributes.subject
Levy - 10th Grade Government and Economics

# data[].attributes.body
1. Area of Exploration/Question
I want to explore how assessments can become more equitable to students who aren't always in class every day. I picked students that struggle in coming to school, or whose family's have jobs that sometimes take students out of the country meaning they miss school even if they want to attend.

2. Overarching issue(s) that your students shared
Students were decently receptive to the idea, we are still in very introductory stages and were discussing possible ideas, but these students are aware that they struggle with completing assignments/assessments when they weren't present during the class instructional periods.

3. Adjustment made in your class to address this issue.
I am going to try to have a lesson walkthrough on what information is available on Google Classroom and a step by step guide as to how to read instructions and material/powerpoints when a student is away from class.

4. Intended Impact/Goal
I hope this leads to students feeling like they are a part of our classroom community even when they are not physically in the room with us, for whatever reason that may be

# data[].attributes.body
My area of exploration is "What do you think assessments are for, and why do you earn grades? How can teachers give better feedback on assessments?" We also talked about the regular pace of the classroom and what works and what doesn't. I specifically asked my students about an assignment early in the year where they read 3 short articles and were asked 1 question about each. They had to cite evidence and make an inference. Many struggled with it and got low scores (only two people earned 5s in both classes, and many earned 2s, 3s, and 4s). They were frustrated with the fact that it was a reading grade assignment (as opposed to a HH grade) b/c they thought we should've shown them how to answer first. However, I explained that sometimes the purpose of assessments is to literally know where students stand (and I think kids may not try as hard for HH grades - not all, but some). So it was interesting to see if that is something we should change - should we give a little more guidance than what was in the directions or not? We'll talk more about feedback on assessments next time.

# data[].attributes.body
My area of exploration is: to what degree do students understand how they are assessed on projects and how how much creative freedom do they feel that the projects give them.
Despite the occasional comment in class of "it's art, you can't grade it" for the most part students feel that they understand how they are being graded.  There was mixed reports on how much they actually use the rubric but that was because they felt that they got it from the instruction.
In past years some students have struggled with how open ended some of the projects are but this year students feel comfortable with it and appreciate it.
This tells me that I can start making projects that look even more like the IB Film and IBVA standards in which they are pushed to make even more of their own choices and problem solve independently.

# data[].attributes.body
Using Feedback to Enhance P.E./Health Student Skill Development

# data[].attributes.body
1. What strategies for studying do you find most helpful? What do you find challenging about studying?- I noticed students struggled more on the first quiz of the year even though I gave them same study guide as previous years. I hypothesized that because of the pandemic students took fewer "traditional" quizzes and tests in I&S and may need help developing study skills.
2. Students were very open about the issue. They said that they didn't know how to use the study guide. They said that what has helped in the past is a period for reviewing. They need more structure when studying for quizzes and tests.
3. Prior to the next quiz I'm going to have a lesson focus on study skills, how to use a study guide, and reviewing. I'll also revisit how I structure study guides so they are more beneficial for my students. I think having them construct study guides instead of me just distributing them might be helpful.
4. I hope this leads to students feeling more confident during quizzes and tests and helping them develop study skills that they will need in coming year, particularly in high school.

# data[].attributes.body
1. Area of exploration
I wanted to see if my class structures (specifically group discussions and our HW routine, which are designed for students to engage in conversations that encourage questioning and formative self-assessment) were contributing to students improving their performance on summative assessments in class, as well as their general confidence. After asking some initial questions, I began to focus more on the group work aspect, since all of the students shared that the HW routine was "fine" (although I question that, and may revisit it later in the equity cycle).

2. Overarching issue(s) that students shared
My group had one high performing student, two medium, and one low, but they all said something similar when asked about how comfortable they were asking questions in small group settings. The high level student said that she didn't really need to ask questions, but being the "one in the group who does a lot of the talking" (her words) was draining, because when she DID have a question, she felt like it wouldn't help her to ask it. Conversely, the medium/low performing students said that they didn't want to ask questions that would "bother" students who were more advanced, or didn't seem to need help.

3. Adjustment made
I have just changed seats, and in consultation with my co-teacher, we decided to go with more homogeneous groupings for the next cycle of groups, which usually lasts about a month to a month and a half. The one to two groups with lower performing students will have more support from one or both teachers.

4. Intended Impact/Goal
One impact we are hoping to see is that some low performing students become less dependent on their peers to get them started. Students shared that it is sometimes the case that they didn't really feel the need to do as much thinking on their own, since someone else in their group was usually able to "fill in the blanks" for them later. Additionally, we hope to see students asking more questions of each other, since they shared they might be more comfortable doing so if they knew everyone in their group was "on their level." I have tried this in the past (with some success), but usually much later in year, so hopefully this will allow students to increase their comfort level in sharing their struggles and successes, both with one another, and the whole class.

# data[].attributes.body
1. Area of Exploration
My area of exploration wanted to investigate what helps students be more productive during independent work time when it is needed. I was curious how much of a role class environment, workload, and which peers they were seated next to played a role in ability to recognize it is time to sit down for independent work.

2. Overarching issue(s) that students shared.
Students confirmed that while certain table arrangements did further exacerbate their want to socialize, inevitably at any table they will find someone to talk too. Additionally, they all mentioned that reading over a certain length amount on an assignment may cause them to want to socialize, so engagement in an assignment is crucial.

3. Adjustment made in your class to address this issue.
Further modifying texts to make sure students do not feel overwhelmed, and intersperse indendependent work with more group work to break up monotony.

4. Intended Impact/Goal
Continue to build up students capacity for independent work by small increments until the end of the year.

# data[].attributes.body
1. Area of Exploration/Question: How can grading policies be more equitable?

2. Overarching issue(s) that your students shared: students have different skillsets (should shared instruction group/with IEPs be graded on a different rubric)

3. Adjustment made in your class to address this issue: for smaller assignments (hawk habits), can be more lenient and give some students little boost if they tried their best/showed effort

4. Intended Impact/Goal: intended goal is that the students are not discouraged from low grades even though they tried their best and are motivated to work harder

# data[].attributes.body
1.     Area of Exploration

I was curious to see how students felt about using projects as assessments and how they were able to apply the feedback they received to their final product. In particular, I was curious to find out how effective they felt project work was as a means of formal assessment. I asked students a variation of the following:

What are some ways your learning has been assessed in class?

Which assessment type do you think you were able to get the most helpful feedback from?

Did you feel prepared for the assessment?

Do you think the project assessed your true understanding of the topic?

2.     Overarching Issues that students identified

Students felt that the project was a good way for them to dive deeper into the content and clarify their understanding. As it was a group project, they felt that generally the final product did not capture their true understanding. Some saying they did more and others admitting they relied on others. Students on both ends of the scale expressed that after a project they think there should be a smaller check (quiz or similar assessment) that would help them see how much they learned. They were concerned however that this might negatively impact their grade.

3.     Adjustments

As part of their formal assignment for this current unit students will complete a short unit quiz. It will not be heavily weighted, but it will provide the feedback students asked for. This will be conducted before a project and used by teachers as a formative tool to guide students as they work on their final project for the unit.

4.     Indented impact

I hope that by incorporating an end of unit quiz students will get a clear snapshot of where they are and what topics they may need to review or focus on during their project. As they are 6th graders the quiz will not be weighted heavily so as to reduce anxiety.

# data[].attributes.body
1. Area of Exploration/Question- What is most helpful in helping you learn from your mistakes? What helps lessen the anxiety about grades?

Students did not have much feedback on the questions I chose, but we did have a productive conversation about how I can make class better.

2. Overarching issue(s) that your students shared.  Students liked that their quizzes are open-notes. Students said that they felt less stressed this year about science, except when they did not finish a lab.  There were mixed opinions on group work, but it basically came down to who the other group members are. They liked how instead of making a student feel bad about making a mistake, that I turn it into a teaching moment.  They suggested giving a sample question as a check for understanding. Students felt that directions were clear and felt comfortable asking me questions.   Students do not like when the whole class is punished because certain students misbehaved or didn't follow directions.

3. Adjustment made in your class to address this issue. I am going to try a few things.  First, I am going to give the students red, yellow, and green cards to assess how students feel about the content at the end of each lesson. Second, I am going to try and send home more positive messages.  Third, I am going to try giving each student an individual hawk habit grade each day, so students can feel acknowledged and seen.  This will also give students automatic feedback on how they did that day.

4. Intended Impact/Goal. I hope that students will feel seen and recognized for their hard work and engagement in the course material.  The cards should help me with pacing, and help students self-assess and reflect.

# data[].attributes.body
1. Area of Exploration: What assessments do you feel were most helpful to your learning and least helpful (reflecting on 11th grade) & How do you think they could be modified to fit individual needs? Or do you think they fit your needs? How/Why?
2. Overarching issue(s) that your students shared: Liked when they didn't have to come in during lunches for extended time. Appreciate modified assignments versus having to sacrifice lunches. Would appreciate more IB paper 1 styles, so they didn't have to do all during the first quarter of senior year.
3. Adjustment made in your class to address this issue: Increase the scaffolds  leading up to assessments.
4. Intended Impact/Goal: Students feeling more prepared and confident.

# data[].attributes.body
I am exploring my use of assessment in 8th grade U.S history. The conversation took place on November 1st around the end of my first unit. We used this as an opportunity to reflect on the different types of assessments they had so far. I asked them following questions:

What are some ways your learning has been assessed in this class?

What do you think the purpose of assessment is?

Do you think your grade on the Unit 1 test reflects your understanding of the content from that unit?

Would a different type of assessment have captured your understanding better? If so, what kind?

Can you compare & contrast how the project, socratic seminar, and test assessed your understanding?

The students I spoke with were able to identify the different ways they had been assessed and the “pros” and “cons” of those different types of assessments. They liked that there were a variety of opportunities and methods for them to demonstrate their knowledge - though of course they had opinions about which types they personally preferred. I shared with them that something I was working on was finding balance between preparing them for the Regents exam and offering more creative assessment options - they seemed to appreciate this balance and I will strive to continue to incorporate both types of tasks going forward.

# data[].attributes.body
Area of Exploration: I wanted to see how students felt about how prepared they were for end of unit assessments based on the feedback and activities done throughout the unit.
Overarching issues: the students I interviewed said they did feel prepared for end of unit assessments given the math class website and the time we use in class to make unit study guides.  One issue that did arise was one student saying he's not the best writer and having questions where I ask them to "explain" their reasoning can be hard.
Adjustment to address issue: on assessments, create a work box where students have a choice to either explain their reasoning or show their work.
Intended impact/goal: Students feel more confident in completing their assessments and being able to show their thinking in more than one way.

# data[].attributes.body
My area of exploration was about the benefits of using classwork and homework as a means of formative assessment.
My students shared that it has been helpful to have practice Regents questions to work through with small groups in class and independently at home. They shared that reviewing homework as a whole class helped further their understanding so they could learn from their mistakes. My students also shared that they would like to have more study time before a large unit test and access to more practice questions beforehand which I intend to implement for my next unit.

# data[].attributes.body
Area of exploration: I would like students to provide feedback related to assessment; I selected a group of students that have varying testing accommodations (IEPs and 504s).

# data[].attributes.body
1. Area of exploration: Students perspectives on oral assessments. How to prepare individually before an oral assessment?
Is immediate feedback counterproductive?
Students share a few strategies that could be helpful during oral assessments.
a. Practice with a smaller group and go over pronunciation errors before presenting for the entire class.
b. Recording themselves (voice) and going over difficult terms.
C. Recording themselves during the actual presentation or oral quizzes to better understand the areas they should focus on for the future.

On the other hand, some students feel that it is helpful to get feedback on the moment, while others prefer a note on the rubric and discuss the areas to work on in private.

# data[].attributes.body
1. Exploration area: Students perspective on assessment in earth science, focusing on Unit Project and Unit Exam.
2. Students shared that they felt the assessments were fair but the greatest issue that they shared was studying. Students expressed wanting more guided support to study for unit exams.
3. I am adjusting how I offer students study materials and prioritizing practice questions
4. I think that practicing and studying more with regents style questions will help students to feel more prepared and be more successful with on demand assessments.

# data[].attributes.body
1. I would like to explore how students understand, internalize, and call upon written and verbal feedback during a unit to prepare for the unit summative assessment.
2. I opened our session by asking how comfortable and safe they feel in Author's Craft and with me. Most students said they feel safe expressing their opinions with small groups, the whole class, and me. They noted that comfort level also extends to when they are unsure of their ideas or opinions. One student named a specific issue within their group but appreciated that we change groups with every new unit. They all agreed that one area of discomfort stems from them not always having enough time at the start of class to complete their Do Now. (They also noted how the Do Nows help them prepare for class.) I explained the class pacing and how the pacing isn't the issue so much as lateness to class. We discussed which aspects of lateness relate to factors beyond their control (hallways, late release from the last class, etc.) and which factors they can alter. After this warm-up, we discussed the written feedback in Turnitin and Google Classroom. Students shared the extent to which the comments are helpful, how they use these comments, and what they take away from rubric assessment. These answers were less unanimous and more personal, but they did inspire an interesting chat about how they could access and incorporate feedback.
3. One quick adjustment I will make relates to how I format my first slide. This year I experimented with presenting the Learning Target first, the HW second, and the Do Now last. I will switch back to my original order with the D/N second.
I also plan to bring back the rubric reflection assignment, ensuring students read and consider their progress.
4. Long-term goal is to examine if and how students demonstrate growth in areas where they received specific feedback.

# data[].attributes.body
Looking at usefulness of feedback on assessment.

Students liked having overarching comments about what to improve on and seeing what was done well, along with more specific comments in the margins of their work where the limitations or strengths exist - this helps them to see exactly what I'm assessing. They also find the contextualizing and walk through of the assessment I proved after it's been graded as very useful. They like direct, concise, honest feedback - especially when I just write "no" for inaccurate content. And they liked how various assignments are build and impact each other, so they see greater value to the feedback on an individual assignment.

Plan going forward is to continue spending significant time making such coordinated and detailed feedback over various assessments possible.

# data[].attributes.body
The area I wanted to explore was around anxiety and assessments, as that is something we often see with 7th graders. I wanted to know how students felt about the work that we were doing in class, if they felt like their understanding was reflected in the grades they were getting, and if there were any supports that would make them feel more confident with their work.

For our current large assessment (an essay about theme) students seemed to like the approach we have taken to work on one piece at a time. They also liked some of the short responses we did in preparation for the essay. (This was nice to hear, as it was an adjustment from last year's dialogue). They said that it helped them to understand the stories better to be able to write about them in the essay.

One thing I found interesting was that students seemed far more anxious about the idea of a test vs. any other kind of assignment. I don't give a lot of tests, but these larger assignments have the same weight and importance that a test might have in another subject. However, just changing what it is called changes their feelings about it. When it came to tests, what makes them anxious is that they don't always know how or what to study. They also mentioned that feedback on a study guide is more helpful before the test, rather than handing it in on the day of the test.

The feedback from the students made me realize that it is going to be important to break work down into smaller steps all year, but I also want to find moments where they can more independently try bringing multiple pieces or steps together.

It also helped me to think about the tests or quizzes that I do want to give and the my intention of the quiz vs. the impact it might have on the students. Test taking is a skill they will need, so I can use any test or quiz I give not only as a chance to review content, but also has an opportunity to discuss study skills and strategies.

My hope is that students start to see that all different kinds of assessment have value, not just tests, and perhaps try to make testing as an assessment a little less scary. Also, I want to help students figure out the study strategies that work best for them.

# data[].attributes.body
My area of exploration is about using short, analytical paragraphs as formative assessments that lead to a larger, end-of-unit assessment (essentially building body paragraphs throughout a unit for a future essay), which allows for teacher feedback throughout the process instead of at the end. I wanted to know whether the structure I had taught for the paragraphs was helpful or limiting/stifling, and what sort of feedback/comments would be most helpful to inform future writing and revision.

Students had a lot to say about the paragraphs, mostly that they found the structure and organizer to be constrictive, and really didn't allow for any creativity. One student suggested that instead of teaching a particular structure (we use RACER in 8th grade), a lesson on why writing should be organized in this way would help students better understand the importance of each "ingredient" in the paragraph, and why they should be combined in a particular order. The RACER structure could be more of a guideline or option for organizing a paragraph, and not a uniform requirement. As for feedback, students requested comments that were more about "fine-tuning" and grammar, and asked for more time to revise/rework large issues - like weak claims or weak choice of evidence - instead of the one class period provided to make minor revisions and updates.

Adjustments: When we read our next class novel, instead of using such a restrictive structure or organizer like RACER, I'll teach a mini-lesson about organization that helps students understand the purpose of each "ingredient" and how they work together. I will provide more time in class for them to write, and later to revise based on my feedback.

Intended Impact/Goal: I hope students will feel like their ideas and own writing voice are valued over filling out a cookie-cutter, formulaic organizer, and will also think more about their writing choices instead of plugging in "ingredients" wherever the organizer says they go. I want them to take more writing and thinking risks.

# data[].attributes.body
1a: Area of Exploration: Assessment in Art(film)
1b: Question: How does assessment empower risk taking?
2. Overarching issue(s): Students are comfortable taking risks in film because it is a new medium where they have less experience in it as a medium. The lack of experience acts as a blank slate for new risk taking.  When it comes to written assignments there is more of an inclination to worry about the rubric and academic writing norms which decreases the opportunity for risk taking.

3. Adjustments: Students will be given more opportunities to produce work in alternative differentiated mediums to allow for continued risk taking in written assignments.

4. Goal: Students to freely express ideas and analysis without barriers of academic structures that prohibit risk taking.

# data[].attributes.body
My area of exploration is finding the balance between using assessments to assess exactly what was covered during class vs. using assessments to have students apply their knowledge to new scenarios (like their IB exam asks them to do). After speaking with my students, they suggested that in 11th grade, most of the assessment should be testing what they learning in class with only one challenge problem on the test as they get used to the IB and IB-level challenge problems. They suggested that over the next year I gradually increase the number of challenge problems on assessments while always still giving students the opportunity to demonstrate what they learned in class.

# data[].attributes.body
My area of exploration is improving assessment feedback and making it more usable for students. Students confirmed that many times assessment feedback has not been as effective as they would like but they feel like they need clearer feedback to make improvements.  Some suggestions that came out of our discussion that I will implement in my class are listing successes and struggles for oral and written assessment and spending more time breaking down the IB rubric to help with understanding.  The intended goal would be to give the students more usable feedback that they can directly apply to their speaking and writing.

# data[].attributes.body
Area of exploration: What types of assessments do you think best show what you know?

What student shared: The student stated that they enjoyed any game-like competitive assessment the best because they were engaging, memorable, and typically allowed them to work with others in a group setting. The environment also helped them best prove that they knew the material.

Adjustments: For this upcoming USH unit, I want to discuss with my co-teacher how we can employ group check-ins with a point system at least once a week where students have a few minutes to work together to come up with an answer to a question, and we give points to the group that comes up with the most thorough answer. Winner receives extra credit on the final assessment.

Intended impact goal: Students will be more inclined to focus during class right away and remember the content due to the nature of the assessment.

# data[].attributes.body
1. Area of Exploration/Question: Before taking an assessment, how do students understand their progress?

2. Overarching issue(s) that your students shared: Before speaking to students, I started giving students feedback  in Jupiter on their exit tickets so that they can 1-2 times a week get feedback on work they did independently. Student expressed that sometimes it is helpful when they complete an exit ticket because when you’re working with a partner, you might think you know how to do something, but you cannot really do something independently. This has been my framing of the purpose of exit tickets, so I don’t really know if kids would have said this on their own. Two of the students said that they have completed the additional posted practice problems after it was supposed in their Jupiter comment. Generally students expressed that they haven’t been surprised by their scores on assessments. They agreed that if the classwork feels hard then the don’t think they’ll do well on a test and if the classwork feels easier then they’ll do better.

3. Adjustment made in your class to address this issue.

Continuing to give students and parents “info only” feedback in Jupiter throughout the semester with links to additional practice problems. I think I might need to prompt some kids to log into Jupiter in class to check comments when they are studying for assessments.

4. Intended Impact/Goal

I hope that students continue to use that feedback in order to assess their current level of understanding and access additional practice problems or support at office hours when needed.

# data[].attributes.body
Area of exploration:
Assesment: What feedback is helpful for your learning?
What feedback do. you see happening during class?

What students shared: Feedback during class is helpful- circulating is meaningful.
On projects the day to day feedback is good. But it created more work for students who needed to fix what they wrote from the day prior.

Adjustments: I think for this upcoming project I want to consider doing the task the same way and giving feedback each day. To make it feel more even maybe we can take questions away as an option for students who need more time to get there.

I also think students need more built in space to ask themselves "what do I know? What do I need to improve on?" Which they have chances to do, but I do not make it explicit enough.

Intended impact goal: Students can self assess better and create goals based on self and teacher feedback.

# data[].attributes.body
1a: Area of Exploration: Assessment in Art

1b: Question: To what extent do you understand assessment criteria? What impact does the assessment criteria have on your willingness to take risks in art?

2. Overarching issue(s): Overall, they understand the assessment criteria for each project (Sculpture, Drawing - Value, Drawing - Color). They agreed 1) they appreciate the unit structure at the start of each project being introduced to examples (art history or student work) observing a demo, engaging in materials exploration and then applying techniques to their final project 2) they appreciate having the opportunity of various levels of student choice (this is where they indicated they can take risks) either through what they are making or how they make it 3) 1-1 feedback throughout the project was helpful and 4) some felt like they needed more practice with different media prior to making their final so that they felt confident in what they were turning in for a formal assessment.

3. Adjustment: In response to their feeling of wanting more practice, I shared that I would consider including a planned period of creating thumbnail sketches or a mock-up of their final before jumping into the project so that they could better plan, while still being flexible in the creative process when needed.

4. Intended Impact/Goal: Students agreed that they understand the assessment criteria, which allows them to take both technical and conceptual risks on their final artworks/ throughout the creative process.

# data[].attributes.body
I recently conducted my first co-generative dialogue. My focus was on how to support ICT students in the Spanish classroom.

Also I focused on ways they felt supported or maybe needed more support during our most recent project.

Overarching themes: Checklists and check ins (one on one/peer feedback) felt most productive. Students feel that the log on jupiter could be used for good behavior and not only bad behavior.

-Meghan Ryan

# data[].attributes.headline
Area of Exploration:  I want to explore solutions for improving performance on unit tests.  Overarching issue that your students shared:  Students were overwhelmed with how to begin studying for unit tests.  They struggled with how to prepare. Adjustment made in your class to address this issue:  We gave pre-tests where students take 2 pre-tests before the unit test and the higher grade was recorded on Jupiter. Intended Impact/Goal:  Students should perform better on unit tests.  Jill Ebeling

# data[].attributes.subject
Area of Exploration:  I want to explore solutions for improving performance on unit tests.  Overarching issue that your students shared:  Students were overwhelmed with how to begin studying for unit tests.  They struggled with how to prepare. Adjustment made in your class to address this issue:  We gave pre-tests where students take 2 pre-tests before the unit test and the higher grade was recorded on Jupiter. Intended Impact/Goal:  Students should perform better on unit tests.  Jill Ebeling