# data[].attributes.body
3 concepts:

Accurate pictures of where students are

Have students be able to work independently

Have open communication with students

2 connections:

Assessments can also help with social & emotional needs

The environment can have an effect on students

1 goal:

Intentionally looking at students skills

# data[].attributes.body
3 concepts:

Valid and invalid interpretations

Understanding what you are asking students to do for assessments

Doing class formative assessments to add support early on

2 connections:

If my student isn't a great reader and I ask them to read something for an assessment, probably won't be the best outcome.

Keeping cognitive engagement high can benefit the whole class.

1 goal:

Make inferences that help benefit my students

# data[].attributes.body
3 concepts:

Assessment is looking at your students and seeing what they took away from today

The quick assessment is the best assessment

The more the students can do the less you have to

2 connections:

Always having an exit ticket of some sort to show if something needs to be done to improve what they are learning.

Groups can work together and facilitate their own assessment

1 goal:

Relationships can help with everything, so building strong relationships with everyone of my students

# data[].attributes.body
3 concepts:

Let students have a voice when it comes to assessments.

Keep in mind how students are feeling as soon as they walk into your room.

Look at kids on the same bases and make accommodations when needed.

2 connections:

In my practicum, I’ve seen how students' emotions affect their focus. Being mindful of how they feel when entering class helps create a positive learning environment.

This connects where students have the opportunity to express themselves through different formats like writing or drawing, offering a more personalized way to demonstrate their understanding.

1 goal:

To create a classroom environment where students feel empowered to express themselves in assessments, while being mindful of their emotional state and making accommodations to ensure equitable learning opportunities for all.

# data[].attributes.body
3 concepts:

Keeping data will help you in the long run to create accurate assessments.

Data to show to parents can be helpful to show exactly where there is improvement.

Great data can show exactly where improvements need to be made.

2 connections:

Keeping detailed data allows for better tracking of student progress and more precise assessments, making it easier to identify areas for growth.

Showing parents data about their child's progress helps create transparency and demonstrates specific areas where their child has improved or needs more support.

1 goal:

To consistently collect and analyze student data to make informed assessments and share clear, actionable insights with parents to support student growth and improvement.

# data[].attributes.body
3 concepts:

Rubrics can help you know the correct standards.

Students can create their own rubrics

Using random rubrics can be tough and don't match the same expectations.

2 connections:

In my lesson plans, using rubrics helps ensure that students understand the expectations for their work, aligning their efforts with the correct standards.

Allowing students to create their own rubrics can help them internalize expectations and give them a sense of ownership over their learning, making the assessment more meaningful.

1 goal:

To develop and use clear, consistent rubrics while also involving students in creating rubrics to foster a deeper understanding of expectations and encourage self-assessment.

# data[].attributes.body
3 concepts:

Assessments are a necessary tool.

Finding out what students know and what they need to know next.

Helps guides me as the teacher in knowing what to teach next.

2 connections:

In my practicum, I use assessments to gauge what students have mastered and where they may need additional support, helping me plan future lessons accordingly.

Assessments help me identify gaps in knowledge, ensuring that I can adjust my teaching approach to focus on areas where students need the most support.

1 goal:

To use assessments effectively to continuously monitor student progress, identify learning gaps, and adjust instruction to meet students' needs.

# data[].attributes.body
3 concepts:

In education us educators have the opportunity to never get bored!

Assessments are students applying knowledge

Have students apply knowledge.

2 connections:

The dynamic nature of teaching, where we can constantly adjust and apply new strategies, keeps me engaged and excited to find creative ways to help students apply their knowledge.

I can incorporate activities where students actively demonstrate their understanding through projects, discussions, or hands-on tasks, which allows me to assess their learning in a meaningful way.

1 goal:

To create engaging, hands-on assessments that allow students to actively apply their knowledge, keeping them engaged and fostering deeper learning.

# data[].attributes.body
3 concepts:

Make observations about students notice & wonders

Small groups can provide an opportunity in knowing needs of students

Small groups can help students make improvements so quickly

2 connections:

By observing students during small group work, I can quickly identify their strengths and areas of need, allowing me to tailor instruction to each student more effectively.

Working in small groups provides students with more personalized attention, enabling them to make faster improvements in specific areas of learning.

1 goal:

To use small group instruction to make targeted observations, identify student needs, and provide individualized support to help students improve quickly.

4o mini

# data[].attributes.body
3 concepts:

An assessment is an estimation

Reflects that student on the particular day

No valid assessments just valid interpretations

2 concepts:

It’s important to remember that while assessments themselves may not be flawless, the way we interpret the results and use them to inform instruction is what truly matters.

Assessments offer a temporary glimpse into a student's current understanding, capturing their abilities at a particular point in time, rather than providing a final or comprehensive measure of their overall learning.

1 goal:

To focus on interpreting assessments in a meaningful way, using them to guide my teaching decisions while considering the context and timing of the student’s performance.

# data[].attributes.body
1. ) The advice emphasizes the importance of student-centered approaches. Many of the mentors stress the need to understand each student's individual needs, especially when it comes to assessments. They encourage educators to create a learning environment that is inclusive, supportive, and focused on the well-being of students.

2. )

Giving students a voice in their assessments (allowing them to express understanding in various ways).

Regularly checking in with students' emotional states, as this impacts their learning.

Making accommodations for students who need extra support.

Incorporating a variety of assessment types (formative, summative, peer, self-assessment).

Reflecting on the process, not just the outcome, to ensure growth.

3. ) Being aware of how students feel before assessments and lessons can help guide the tone and approach, making learning more accessible.

4.) I was surprised by the mentor who highlighted the idea that assessments don’t always need to be formal tests. Their perspective on how even informal checks for understanding can be just as valuable was eye-opening.

5.)

How do you balance giving students autonomy in their assessments while ensuring you still meet curriculum standards?

What are your strategies for dealing with students who are consistently anxious about assessments, and how do you help them manage those feelings?