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Need to be prepared for all outcomes.
There are more frequent red flags, however you will sometimes encounter the random misconception. These usually happen in the moment and need to be fixed at that time so anticipating errors is key.

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Evidence will allow me to find areas to focus, so I can help my students to be more successful.

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Evidence will allow us to access student performance and progress, and provide an opportunity to give specific and detailed feedback to the students for reflection.

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Evidence is information you can use to determine where the students are in their learning, thus allowing the teacher to better provide for.

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looks for common misconceptions and include more common formative assessment clarifying those misconceptions.

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looks for common misconceptions and include more common formative assessment clarifying those misconceptions.

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It helps us understand if we need to revisit something or we can move forward and go deeper into the topic. It allows me know how to adjust and what I can do as a warm up or exit ticket

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It helps us understand if we need to revisit something or we can move forward and go deeper into the topic. It allows me know how to adjust and what I can do as a warm up or exit ticket

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Evidence allows us to adapt our lessons to help meet students where they are. Our pacing will depend on student's level of understanding.

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Is there evidence students have learned it? Is there evidence that students are still confused?

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Is there evidence students have learned it? Is there evidence that students are still confused?

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If I see evidence of confusion, I may need to re-teach. If I see evidence of understanding, I know then that I can proceed and possibly even extend the lesson.

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The evidence provides us with information we can use to adjust

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Formative assessments help the teacher identify misconceptions and use scaffolding questions when necessary. This helps drive the lesson to conceptual understanding.

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it allows me to tweak my questioning based on the evidence gathered during the formative assessment.

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it allows me to tweak my questioning based on the evidence gathered during the formative assessment.

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Evidence lets us know where the students are in their learning, if we need to reteach or if we can skip ahead.

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This helps us understand our students' thinking when solving a problem