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I do think the statement is correct. If teachers teach the content but never check for understanding, but the time the test is given to the students and the scores are in it will be too late to correct any misunderstandings or misconceptions. By checking for understanding in throughout the lesson, the teacher will be able to immediately measure understanding of the students.

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Formative assessment is a collection of strategies teachers employ to get clarity on what they will be teaching and to assess how well students have learned what they are teaching.

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Formative assessment is a collection of strategies teachers employ to get clarity on what they will be teaching and to assess how well students have learned what they are teaching.

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Formative assessment is a collection of strategies teachers employ to get clarity on what they will be teaching and to assess how well students have learned what they are teaching.

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Formative assessment is a collection of strategies teachers employ to get clarity on what they will be teaching and to assess how well students have learned what they are teaching.

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I do agree that it is covering content.  The use of some type of check system will defenitely help with checking for understanding.

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I do agree that it is covering content.  The use of some type of check system will defenitely help with checking for understanding.

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Formative assessment is a collection of strategies teachers employ to get clarity on what they will be teaching and to assess how well students have learned what they are teaching

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I don't really agree with this analogy, because in the video game one can just start over or go to a different game if they feel they aren't doing all that well or dislike what they are playing. Not sure how I would/could just start over or just go to different content.

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The video game analogy is a good descriptor as the author states a video game gives instant feedback to the player on their way to the final goal.  The player knows exactly what their purpose is in the game as well as how far along they. (On a side note, similar to a video game a student can quit if they feel overwhelmed or lost)

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Thumbs up or thumbs down
I ask them how they feel about their understanding about the covered topic.  Based on the thumbs, I will ask follow up questions to guide understanding.

Partner share and summarize:
After teaching a topic I ask the table partners to answer a question and give them 1-2 minutes to come up with a possible answer.  Then I call on a couple of the students to summarize their answer out loud.

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I use Venn Diagrams often. Short quizizz quizes. Mini Whiteboards, and jigsaw activities.

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I use formative assessments enough during the lesson that I get reliable feedback to allow me to change the course of my teaching. If I see there is a discrepancy in the assessment, I can quickly check again after a short reteaching moment. With several checks for understanding during the lesson a teacher can quickly see if the assessment is valid or not.

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I think the statement is accurate because I have seen students show signs that they are understanding content, such as active listening and asking questions, but later demonstrate through assessment that they have not learned the material. It can be tricky to ensure that covering content leads to learning if assessments are not done often.

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I would define formative assessment as frequent questions asked of students that they have to answer in a way that shows they are making progress toward learning.

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I agree with the analogy to an extent because I think that clear learning goals are important for both video games and classroom learning. However, I think it can be difficult to recreate video game level engagement within the classroom because a video game is a chosen activity on a person’s own time. Although we can try to provide choice in the classroom, learning will never appeal to each student in the same way that an activity of their own choosing will.

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I currently use thumbs up, whiteboards, and Kahoot!.

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I make sure to target questions used for formative assessments so that they show me the process the student likely used to come to their answer(s). I also compare answers and progress from one assessment to the next to ensure that the student has learned a concept rather than regurgitated a memorized fact.

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A teacher who does not assess student learning is relying on the students to monitor their own learning. It's like asking a question without waiting for a response. If a response is not expected then it's unlikely that one will be formulated.

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When teachers do not know how well thier students are learning, there is no driving force behind the instruction. Content may stay the same, but instructional practices will differ based on student needs.

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Formative assessment is any data that is collected to drive instruction.

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I

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Think-Pair-Share, Graphic Organizers, posting questions for discussion on Google Classroom, Kahoot.

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I agree! Teachers need to check for understanding. If we wait until the test it could be too late to fix any misunderstandings.

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Formative assessments are strategies teachers use to check for understanding during a unit of study.

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Formative assessments are strategies teachers use to check for understanding during a unit of study.

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There is a variety of ways to see if a student understands the concepts that are presenting in the class. This particular method. As a classroom teacher you need to determine what works best for your particular subject area and your students. 

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There is a variety of ways to see if a student understands the concepts that are presenting in the class. This particular method. As a classroom teacher you need to determine what works best for your particular subject area and your students. 

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Formative assessments are tools to help teachers and students assess what they have learned.

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Formative assessments are tools to help teachers and students assess what they have learned.

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The video game analogy provided a very interesting perspective. I understand that a gaming programmers goal is to get his target audience hooked so they will continue to play the game. I believe that some students will get hooked to certain subject areas that they have an interest in, like they will find interest in certain video games, but not all.

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The video game analogy provided a very interesting perspective. I understand that a gaming programmers goal is to get his target audience hooked so they will continue to play the game. I believe that some students will get hooked to certain subject areas that they have an interest in, like they will find interest in certain video games, but not all.

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I have students reteach to their  peers and use the thumbs up/thumbs down strategy. 

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I have students reteach to their  peers and use the thumbs up/thumbs down strategy. 

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Yes, this statement is accurate. Teaching the content just to cover your curriculum doesn't mean that students will learn the material. Checking for understanding throughout the lessons/units helps guide instruction as well as improves student learning.

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Formative assessments give a quick snapshot of student learning and helps guide instruction.

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Interesting analogy. For some, the immediate feedback for student efforts is a big motivator. But I also like the goal setting component and believe students should be goal oriented so that they can celebrate short-term successes as well as long term success.

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Throughout the year, I use a variety of formative assessments - whiteboards (desks), Thumbs Up, Bobble Heads, Turn To Your Neighbor, Question Everyone (Popsicle sticks), Phone A Friend, Jeopardy, Bell Work, Quizzes, etc.

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Effective formative assessments target material covered in lessons or activities in which all students participated.  Students have an opportunity to illustrate their learning in which ultimately guides the next lessons or reteaching.  Monitoring student progress in daily lessons and with each formative assessment provides information needed to measure learning and impact instruction.

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Formative assessments are quick and on-going, ways to show what students know and used to guide instruction.

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Thumbs Up/Down, white boards, Kahoot

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Yes, I think this statement is accurate. If you use the exact same lessons on the exact same days year to year there is no way it is reaching this particular group of kids in the most effective way possible. Again, you would just be teaching content and not the kids.

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Formative assessments are check in on students learning. They should direct the teachers further instructions.

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Similar to the posts above, I think this analogy is helpful to an extent. It talks about how students want to know what their end goal is. However, the game can be as hard as they chose it to be. I have kids in my class that only want to play games that they know they will win. They are scared to try anything too difficult in fear that they might fail.

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Thumbs up/down, Big Ideas Math check ins, exit tickets, entrance tickets, warmups, quick quiz, whiteboards, quizlet live, quizizz, kahoot.

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I make sure it is an effective measure for learning my assessing the data as a whole. If 90% of the students missed a particular problem, I obviously have not taught that concept to the extent that they need. I would then use the next day to reteach.

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I use the 3-2-1 Strategy.  Three things I learned, 2 things I found interesting, 1 question I still have.

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I use the 3-2-1 Strategy.  Three things I learned, 2 things I found interesting, 1 question I still have.

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Yes, I think you can cover content but not have students learn. Or, some students may learn and others not. Without assessing their learning, you won't know who has learned the content you want to teach.

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I see the connection with engagement. The more engaged students are, the better they will learn content.

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Checking for student learning and understanding as teaching is still in progress.

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The video game analogy is good in the sense that a gamer 1. Knows the goal and 2. Gets feedback on their progress towards that goal. Basically, can you do this skill. One difference is gamers usually have to figure out on their own how to improve their skill where as students have a teacher to help them with strategies to improve their academic skills.

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In Communication a couple things I do are: work out problems on whiteboard, students have to tell me something they learned after a class

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Sometimes if I am unsure if a formative assessment was reliable for a specific concept I'll employ a different one to account for student learning differences.

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Formative Assessment is the process of constantly monitoring students' understanding.  It tells me if the lesson is paced correctly, or if I may need to regroup, and spend a little one-on-one time with students that might be lagging behind their peers in their understanding.

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Formative Assessment is the process of constantly monitoring students' understanding.  It tells me if the lesson is paced correctly, or if I may need to regroup, and spend a little one-on-one time with students that might be lagging behind their peers in their understanding.

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I think this comment is correct, and shows the connection between the instruction and assessment.  

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I think this comment is correct, and shows the connection between the instruction and assessment.  

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The fact that players are always getting feedback on their success in a video game is very much how formative assessment should work.  It is as much for students to self-monitor their learning as it is for the teacher to monitor students' understanding.

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The fact that players are always getting feedback on their success in a video game is very much how formative assessment should work.  It is as much for students to self-monitor their learning as it is for the teacher to monitor students' understanding.

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Feedback on formative assessments should be speedy in order for the assessment to be effective.  It can't be something you will get around to checking next week.  The best formative assessments provide immediate feedback.

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Feedback on formative assessments should be speedy in order for the assessment to be effective.  It can't be something you will get around to checking next week.  The best formative assessments provide immediate feedback.

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I think the statement is accurate because our student's learning abilities should drive our instruction by telling us if we need to cover a concept further or if there is an overall understanding already in place in which case new content can be covered.

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Formative assessments include knowing how well students are learning, letting students know how well they're learning, and using data to drive instruction. It is a constant and on going process.

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I don't necessarily agree with the analogy between classroom learning and video games. Video games are chosen by the user and can be started, stopped, or redone as the user pleases. This is not true to the content being presented in the classroom. I do agree that engagement keeps a student on task and that lessons should range from easy to start to progressively more difficult though.

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Formative assessments I use include thumbs up/down, sharing with a partner, using Google Forms, using 3-2-1 (3 facts, 2 questions for further learning, 1 new vocab word as an example), and learning journals.

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When I use Google forms, I can gather immediate data for each specific question which shows me if mastery of the skill was learned or if I need to review it again. Sometimes I can assess that the question was worded poorly due to a low number of students getting it right on the assessment but being able to verbalize it correctly in class.

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I believe the statement is accurate because if you are not periodically checking for understanding then you cannot guarantee learning is happening.

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Formative assessment is periodically checking for understanding which can be done in a variety of different ways. That assessment is then used to guide instruction.

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I agree that having a clear goal set and getting instant feedback can have a very positive affect on what is accomplished in the end.

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Without regular progress monitoring it is impossible to gauge student understanding. Not only do you need to progress monitor regular but you need to use the information gathered to make data based decisions.

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Formative assessment is the regular assessment of student understanding through observation, performance or other observable benchmarks.

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In my classroom formative assessment is graphed and an aim line is used to determine student rate of acquisition of the skill.

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Each day I have students turn in there work whether it is done or not so I can look over it and give them feedback each day. I also like to use the game Kahoot.

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I make sure that the assessment is very close to the material that I will be testing on so I can tell if they will be successful on the summative assessment.

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Yes. I agree with this statement. Teachers that just teach one concept after another and don't know what they need to re-teach or what concept is confusing to them. The students could be just writing down problems and have no idea what they are doing.  Just the motion of doing what the teacher said. You have to call on students, pair-share, check their papers, look for common mistakes, exit pass, then adjust the teaching so students will learn the content. 

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Yes. I agree with this statement. Teachers that just teach one concept after another and don't know what they need to re-teach or what concept is confusing to them. The students could be just writing down problems and have no idea what they are doing.  Just the motion of doing what the teacher said. You have to call on students, pair-share, check their papers, look for common mistakes, exit pass, then adjust the teaching so students will learn the content. 

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Formative assessment is checking students through out class using different strategies  to see if they are understanding the concepts. If they are lost, then you adjust your teaching.

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Formative assessment is checking students through out class using different strategies  to see if they are understanding the concepts. If they are lost, then you adjust your teaching.

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I like the analogy that if students know the end goal then they should be more engaged. 

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I like the analogy that if students know the end goal then they should be more engaged. 

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Cold Call, Kahoot, Quizizz, assignments, think-pair-share, observation, whiteboards, thumbs/down, sit/stand, popsicle sticks, exit pass

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Cold Call, Kahoot, Quizizz, assignments, think-pair-share, observation, whiteboards, thumbs/down, sit/stand, popsicle sticks, exit pass

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During the lesson, if we do a pair-share and I see that several have missed the problem. Then we find a space and we practice more problems similar to what they missed. If it is after the assignment is graded and there is one problem several missed, then we re-teach it the next day.  Sometimes we use Kahoot or Plickers to review the concepts that need retaught. 

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During the lesson, if we do a pair-share and I see that several have missed the problem. Then we find a space and we practice more problems similar to what they missed. If it is after the assignment is graded and there is one problem several missed, then we re-teach it the next day.  Sometimes we use Kahoot or Plickers to review the concepts that need retaught. 

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Yes, I agree. It is important to check for understanding through assessment. In order to "build" on learning, you must first ensure they understand what has already been taught.

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Formative assessment, including diagnostic testing, is a range of formal and informal assessment procedures conducted by teachers during the learning process in order to modify teaching and learning activities to improve student attainment.

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In my classroom I use fitness testing as one form of assessment.

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In my classroom, it's very personal. I am just looking that students have improved on fitness goals... not comparing how they did vs. others.

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This statement can be accurate. Teaching the content is usually the main focus when we should be focusing more on student understanding. Checking throughout lessons for understanding helps ensure that students are not missing pieces of information in order to move on with new learning.

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Formative assessment is used to drive instruction and teacher reflection by means of collecting data on what the students show they know.

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Peer teaching, thumbs up thumbs down, white board responses, interactive notebook responses, exit passes.

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After giving a formative assessment giving immediate feedback is key. Example would be giving an exit ticket to check understanding and if less that 80% of students understood the concept it is time to go back reflect and revisit the next day in class.

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I do think that is an accurate statement. I think the best analogy was the boy who's dad taught him how to ride a bike, but he couldn't ride because he didn't learn what his dad had taught him.

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I believe that formative assessments are a way for teachers to regularly monitor whether or not students are learning the material that they are supposed to learn.

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I agree with the author's analogy. I think there are a lot of lessons that teachers can learn about the way video games keep kids engaged and eager to learn more.

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I use thumbs up, thumbs down, peer teaching, sharing and summarizing.

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I use thumbs up, thumbs down, peer teaching, sharing and summarizing.

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I use on-going formative assessments throughout the lesson and observe student activities to decide if certain concepts are being learned and demonstrated.

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I partially agree with the author's statement. I would argue the teacher probably doesn't know to the full extent of what their students HAVE learned from their instruction, but I'm sure teachers are aware of those who are picking things up and those who are falling behind during summative assessments. The bigger problem is the STUDENT does not know if he or she is learning / has learned the desired material, and that can cause students to become frustrated and eventually disinterested in a particular class.

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Random, often informal, checks-for-understanding to gauge if students are retaining pertinent information regarding one's class.

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I am a big proponent of formative assessments, but I'm not sure constant immediate feedback that video games give is necessarily conducive to the classroom. If you're constantly assessing, it can become cumbersome for the students, and irritating. Choosing an appropriate amount of formative assessments is important, but also giving students some freedom to learn and grow through failure is critical as well for their ability to succeed in the real world. (I'M NOT ADVOCATING FOR FAILING STUDENTS, JUST THAT THERE IS OPPORTUNITY FOR GROWTH THROUGH ADVERSITY.)

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For health class, we have students turn in some type of Exit Ticket regarding the information covered in class.

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The formative assessments come directly from KUDOS so if the kids aren't getting the 'Big Idea,' then we can re-visit the information to ensure student success.

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Unfortunately this is true. If you do not know how well your students are doing you are clearly just covering content without intent. To effectively teach you must not only cover content, but check for understanding.

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Formative assessment is checking for understanding throughout a lesson, not just at the end of a class or unit. This is just a gauge to see if you need to continue explaining a concept or to reteach.

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I agree with this statement. Something that is too easy will bore people too quickly and something that is too hard will cause a person to lose interest. Also, not having a black and white answer to a question often causes discomfort and disinterest. Like a video game, having immediate, clear feedback and slightly heightened difficulty will likely result in students having more interest.

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-thumbs up
-Do Nows
-Exit tickets
-Peers helping teach a concept

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I usually use the 80% rule. If my exit tickets result in less than 80% correct responses I know that I need to go back and reteach.

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I think this statement is accurate because teachers need to know what students are learning so that they can adjust the content they are teaching.

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Frequent checking of student understanding which is used to identify learning needs and adjust teaching.

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I agree with this statement. I like the idea of having students create a goal for themselves so that they are motivated to take ownership of their learning. Formative assessments would provide information
to both the teacher and student.

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In math I use a weekly quick check for computations. Thumbs up, thumbs down, independent practice problems.

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I compare an assessments concept score to a previous score to see if the student has shown growth in an area. For example, compare subtraction problem accuracy from one assessment to the next to determine learning.

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Yes, to check for mastery and see how it progresses

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No, it is a good analogy but it doesn’t always work in the classroom that way. There may be a goal but if the game restarts to many times the student may just give up without ever reaching that goal.