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One thing that really stuck out to me was that on going assessment is really important and i feel like it has more of an impact because you are getting results and in real time and are able to adapt your teaching style to better comminate your students. instead of just doing it at the end when you cant to anything because the lesion is over and some teachers may see it as a waste of time but it is really beneficial for student and it helps them feel supported.

another thing that really stuck out to me was that assessments also allows us to better understand what the needs of each students. we are also able to see how each student learns differently and how they understand things differently and this may test the teachers ability to adapt after the teacher has formed an assessment. i feel like the importance of constant assessment also plays am important role in this because if the teacher only does an assessment at the end they wont know what the students fully understand.

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1. My first take away is that assessments only work if you know your goal first. You can’t just throw a test or project at students without knowing what you actually want them to learn. It’s about starting with the end result in mind, then planning backwards to make sure the assessment really matches the learning objectives.

2. My second takeaway is that assessments aren’t just about the final grade. Things like check-ins, journals, or quizzes give educators a way to see where students are at and adjust, instead of waiting until the very end.

3. My third takeaway is that feedback matters as much as the grade. If students only see a score, it doesn’t help them grow. And doesn’t encourage them to keep learning. Good feedback has to be clear and given quickly enough that students can actually use it to make changes and improve.

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1. My first take away is that feedback is super important. Detailed feed back not only helps students make corrections but it also helps them understand why the correction needs to be made.

2. My second take away is that your learning "objective" is super important to your lesson. It is not just a guideline for your lesson but it is the outcome and take away you want students to understand by the end of the lesson.

3. My third take away is summative assessments, I like the idea of using this in my classroom to see where my students are and if my teaching is helping them learn . Examples of this could be a quick quiz or as simple as an exit ticket to end off the lesson.

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1. The first thing that I took away from the slides is that giving feedback is important, not only giving general feedback but we have to be specific with the feedback that we give. This can lead to more growth since the student is thinking more about what they could improve on.

2. The second thing that I took away from the slides is that assessments are an ongoing process. They are giving to the students at all points of the learning process. Can help us decide if we need to switch the way we are teaching, which is also a great indicator on how we are doing as educators.

3. The last thing that I took away from the slides is that we should be giving assessments as they track different parts of the learning process. Diagnostic tests are to see the understanding that the student has before we begin to teach. It can also help us decide what we're going to focus on based on their previous knowledge. Formative assessments are done during the learning process, which helps us decide what the students still need help with and what we can do to help them if we as educators need to switch to a different type of teaching. Summative assessments are given to the students after all the learning has been done. This assessment should reflect that the students was able to reach the learning goals that we had placed

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1. One of the first takeaways I had was the backward design. It shows how clearly teachers are able to provide to their students by knowing what they may be able to understand from the lesson. Doing this backward design holds the idea of what each child should accomplish, which in turn helps the teacher make better assessments based on the students learning.

2. Another takeaway is the "when do we assess" I feel that the ongoing assessment is clearly the best method and it can show within one's students. Continously assessing your students can show progress that may be minimal but helpful in the long run. Checking that your students are completely understanding the material can be informative throughout the school year.

3. And my last takeaway is the effective feedback. Making sure all points are correctly done to ensure that the student understands their feedback, such as what exactly they did well or what they can do better on. Feedback can help a student understand their material better, and even make sure they don't make the same mistakes in other assessments.

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1.     One thing I took away in the beginning was the backward design and how it can help teachers provide the best to their students by knowing and hoping each student ends up with the same understanding of each objective, to then understand and learning their abilities and what works best for each student, to then provide what is needed for teachers and students to meet their goals.

2.     The second thing that I took away is that “the objectives” must be planned out very specifically in terms of how to introduce the lesson, to make the students take what they learn and apply it to different situations, and to refresh their learning. “The objective” is part of all three types of assessment, but the importance is formative and summative, testing to see if students understood our diagnostic, and whether we must improve

3.     The last thing I took away is that checking in and providing feedback is important in learning. In the slides, it mentions effective feedback and how you can help and assist students who might be understanding the objective differently and making sure to be specific (descriptive feedback) so that students can go back to what they were taught in class or any activities and revise their work. But being specific is important and providing the feedback at the right time to avoid any students being left behind, lost, and confused.

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1. One take away that I got from reviewing the assessment boot camp slides is the slide of "what can be assessed". I liked seeing the three ways in which teachers are able to asses the student with a simple assessment that will help them get to know the student better and two see in what exactly they need to be working on with the student so then can improve in the classroom.

2. The second takeaway that I found from the slides is the diagnostics assessment pre-test. Here the teachers can be able to find out what the students knowledge is about a certain subject, they are able to also see the strength and weaknesses in which later on they can use to better their future lesson plan. Im someone who sometimes struggled in some subjects but I do remember having teachers that would do these types of assessments to get a feeling of what strategies they could help with teaching the subject.

3. 3. My last takeaway from the slides would have to be descriptive feedback. Here the teacher is giving feedback to the student say on a test or essay. I strongly believe that each student individually must get the right and beneficial feedback they can get. Just drawing an X or a check isn't going to improve a student it can even cause more confusion to the student with not knowing what they did wrong or how they can improve. In the feedbacks it's always good to also recognize their best work. Each student needs a push to always do better and giving them positive feedback also will help them try harder in the future.

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1) The first takeaway I got from the slides is that finding "the objective" is one of the most important parts of an assessment, as well as successfully teaching. You must assess what the kids know, find the objective or the main result of understanding that teacher is looking for, and then plan your lesson around the objective. You must analyze, to evaluate, to then create. This leads to remembering, understanding, and applying.

2) The second thing I took away from the slides is when to assess. Specifically, that assessments should be given consistently, to continue checking understanding, and where to go from there for the class. This ties into the first takeaway. You can assess to find what your students know (Diagnostic), to keep track and check in (Formative), and to make sure the understanding can be applied (Summative).

3) A third takeaway I found was how important feedback is to learning. Descriptive feedback is the most helpful, as it focuses on the objectives and learning outcomes, but also tells the student what they are doing well. If phrased the correct way, this could help the student adjust their work for better understanding and application. Feedback is a vital part of assessments.

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1. My first takeaway is the debate that teachers have between learning and grades. There's pressure to ensure that all students succeed, and higher up in the school system, administrators review students' grades and progress throughout the year. But wanting students to learn as opposed to cramming information without putting too much pressure. The truth is that one cannot exist without somehow affecting the other, and we should find a middle ground that allows students to succeed with good grades while also learning without being under pressure.

2. My second takeaway is the various types of formative assessments that help me better understand students' progress as they learn in real-time. The more specific assessments that I find beneficial are the formal/informal question sessions. The informal sessions can allow students to feel comfortable in the classroom and have less shame when it comes to understanding topics. Formal question answer sessions can be used when you see that they're struggling, and providing them with one-on-one time to help improve their understanding.

3. My third takeaway is that effective feedback for students needs to be specific and understandable. Every student is different, and their level of understanding varies; instructions that work for one student may leave another confused. As educators, we must be able to adapt our feedback to meet their needs and recognize that all students require success.

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1. One take away I got from going over the assessment boot camp slides is that their are so many to start with. You can use examinations, portfolios, projects and term paper.

2. Second, when trying to because a teacher I never really thought about the “feedback” I would get. But I learned it MUST be timely. It also MUST be specific. These are just some of my favorite examples.

3. Lastly descriptive feedback focuses on identified outcomes and makes specific references to the students achievements which I love.

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My 3 takeaways from the slides are:

1. Assessment is an ongoing process. It's not just giving the students a test at the beginning of the year and a test at the end, bur rather a continuous examination of the students and their growth throughout the entirety of the year.

2. Assessment (formative) can also assess your own progress as an instructor. If you teach a lesson and give the students a test on it, and they all fail, clearly you're ding something wrong. A test is only one way of obtaining this information though. You can also do simple things like question and answer sessions, student presentations, and class discussions.

3. Productive feedback must be understandable to the student. You can't just say something like "not using quotations properly", you need to give examples and kindly explain how they can improve on their mistakes.

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1.	Assessment is an ongoing process.

Assessment is not just something that happens at the end of instruction, it needs to be interwoven throughout teaching. By using diagnostic assessments (such as pre-tests or entry tickets), teachers can gauge students’ prior knowledge and tailor instruction accordingly. Formative assessments (like class discussions, quizzes, or think-pair-share) help monitor students’ understanding during instruction. Summative assessments (such as final projects or standardized tests) evaluate what students have learned at the end. Combining all three ensures that teachers understand where students are, track their progress, and evaluate learning effectively.

2.	Backward design is essential for effective assessments. 

Backward design is a planning approach where instructors start with the end in mind, identifying the desired learning outcomes first, then designing assessments and instruction to meet those goals. This ensures that every part of the lesson is aligned and purposeful.

Great assessments begin with clearly defined objectives. By identifying what students should know, understand, and be able to do (using Bloom’s Taxonomy for measurable verbs such as analyze, explain, or create), instructors can design tasks that directly connect to learning goals.

For example, if the learning objective is “Students will be able to analyze the impact of climate change on biodiversity,” a backward design approach might include:

- Assessment: A written analysis or presentation evaluating specific case studies.
- Instructional activities: Readings, group discussions, and data interpretation exercises.
- Formative checks: Exit tickets or quizzes asking students to explain key terms or concepts.

3.	Feedback drives learning. 

Effective feedback must be timely, specific, clear, and actionable. For example, instead of saying “Good job,” a teacher might say, “Your argument is strong, but your evidence could be more detailed, consider adding a specific example from the text.” When students are given opportunities to refine, revise, and retry based on such feedback, whether through peer review, rubric comments, or 1:1 conferencing, they engage more deeply in the learning process and improve their performance over time. Feedback becomes a bridge between current performance and future growth, making it a vital part of the learning journey

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one take away I had from this is that it is important for assessments to connect to learning goals. this helps so that teachers know what students will actually be able to do. to me the slide shows were very clear about how you should start with clear objectives like backward design. you can also use this for instruction for specific goals and as an opportunity for students to learn.

The second take away from these slides is that it is important to give feedback because it helps to see what kids did right and where they need more help. This gives the students a chance to do stronger work and learn from mistakes they have to repair.

The third thing I took away from these slides is that formative assessments take place while the students are learning and it helps teachers see where they are progressing. The diagnostic assessment is done before the student begins to learn so teachers can see where they are in their learning and what they need to teach in further step by step instruction. The last thing is the summative assessment which takes place after the learning is done and gives a summary of what was taught. Rubrics are a great way for summative assessment because they help work with expectations and specific standards.

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One takeaway is that on going assessments are really important, rather than just assessing at the end which most teachers do. My second take away is that diagnostic is an assessment before they begin learning to see what the students already know and to get an idea of what to teach. Formative assessments take place while the students are learning and allows the instructor to keep track of the students progress and check in. Summative assessments take place after the learning is completed and provides feedback that sums up what was taught. Rubrics can be used for summative assessment because they are made around specific expectations and standards. My last takeaway is that feedback is very crucial because it allows the student to see what they did well in and to understand what they dud wrong and gives them the chance to improve their work by fixing their mistakes.

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My first takeaway is that assessments should connect to learning goals. The slideshow explains how good assessments start with clear objectives, such as using backward design, so teachers know exactly what students should be able to do. My second takeaway is that different types of assessments serve different purposes: diagnostic (before learning), formative (during learning), and summative (after learning). The third takeaway is that feedback is just as important as the assessment, and it needs to be timely, specific, and clear so students can use it to improve and keep learning.

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One takeaway from the presentation is that clear learning objectives are essential for guiding both instruction and assessment. By setting specific goals, providing learning opportunities, and continuously evaluating student progress, teachers can ensure that their instruction is effective and make adjustments to better support student learning.

Another takeaway from this is that there are many different ways to assess student learning beyond just traditional tests. Using a variety of assessment methods like observations, projects, and self-evaluations helps give a more complete picture of what students understand and how they learn best.

My last takeaway from this is that diagnostic assessments are valuable tools for understanding where students are starting from before instruction begins. By identifying their strengths and weaknesses early on, teachers can better plan lessons that meet students' individual needs and support their growth.

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Reminder! Have fun with the gallery walk!

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Three key takeaways from the Assessment Bootcamp slides were the purpose and importance of both summative and formative assessments. Summative assessments are similar to projects or exams that a student takes after completing a lesson. Formative assessments are so that a student knows what to improve and to get better as you are teaching that lesson. I think they're important because, as future teachers, we need to know when to use each and how to better our students.

Another takeaway was the importance of having rubrics in assessments. Rubrics set clear expectations for the students. It can help guide a student during their assignment. Giving a rubric before the assessment helps a student already know what the expectations are and get a feel of what they're going to do. Rubrics aren't just for grading but also for teaching.

The last takeaway was how important feedback can be. Feedback should always be easy for the student to understand. They need to be able to know what they need to improve and how to do it. Descriptive feedback stood out to me because you can tell the student what they did well and guide them to improvement. This can help a student's confidence, and that way they don't feel like all they did was wrong.