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Right now I don't really use assessment data for anything other than checking that they learned the content. I plan to use data in the future to help know what needs to be retaught or which areas students are stronger in. I think adding in self assessments will help students to understand their data better. Providing feedback in a timely fashion will also help students understand better.

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As an AIS teacher assistant, I currently use the iReady assessments to give my students the feedback they need. It helps them to see that they may struggle with measurement and data so iReady is giving them the practice they need each time they are in my classroom. When they improve their score or grade level, we celebrate their success.

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Currently, I use assessment data to identify which concepts need reteaching and to adjust instruction based on class trends or individual needs. However, I’ve realized that students rarely see or understand this data in a meaningful way. Rablin’s focus on making data student-friendly and actionable stood out to me. Moving forward, I’d like to implement strategies such as student data trackers, where they can chart their own progress on learning targets, and color-coded rubrics that show where they are in a learning progression. These tools can help students visualize their growth and set goals, turning assessment into a tool for learning rather than just a measure of learning.

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Because I teach reading intervention, I use assessment data such as Dibels and iReady to help plan instruction. I work on oral reading fluency with all students and can use iReady data to see what specific areas of reading I should target with each student or in my small groups. I also go over this data with students to show them their monthly growth (or talk about why a specific score didn't go up) when we do Dibels progress monitoring.

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I use assessment data for a variety of purposes and depending on the assessment. If it is a grade level common assessment, I use the data to rank the students and to determine the overall class strengths and areas to reteach as a whole group. My informal assessments such as exit tickets or reading responses are used more for day to day intervention and support and homework. Other assessments like a diagnostic test, I use the data to create student goals for the quarter and even an IEP if the student has one.

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At this current time how I collect data on a student is watching and working along the student. I notice where the student is struggling and what material or subject and share back to the lead teacher. I have suggested some ideas to the teacher that may help and guide the student along to not make her shut down thinking its to much work and what needs to get finished gets behind. I have mentioned doing a work chart with steps. This way the student can take one step at a time and hopefully not feel as overwhelmed. This can also let her see what she has accomplished and what is left to complete. It was a thought to see if this would help with her learning and response to it.

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I use assessment data to organize my intervention groups and also to see which skills may need more attention for reteaching during my intervention groups. I also use the data when giving whole group assessments. I see which skills may need to be retaught before moving on to a new skill. I want to make sure that my students are comprehending the skills being taught before moving on and teaching a new one. I conference with my students and discuss their data with them and together we set goals. Once the goal is reached, we meet again and create a new goal. I want to create an assessment portfolio for each student to make tracking assessment easier for each student when we conference. Conferences are a good way for students to better understand. Visuals are also a good way to help them see their progress and figure out where to go next.

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One tricky thing that was pointed out in this chapter is the use of assessment data at a very surface level. Rablin asks the question on page 141, "When a student doesn't learn the content and we forge ahead anyway, what are we telling students?" This was an "Aha moment" for me. Our curriculum is so fast paced that we truly have very little room for stops. We are quite literally scheduled and curriculum paced down to the final week of school. To a teacher (me specifically), this can feel like there is never a moment to stop and let students catch their breath. What are we telling students that are struggling when we just keep the gas pedal to the floor? I want to be much more mindful of really diving into assessment data and feeling like it is OKAY to stop and move at a slower pace if necessary in an effort to ensure that all students are able to grasp the concepts and move toward mastery of the learning target. Rablin speaks a lot in chapter 5 about giving students autonomy, but I am really taking away the need for autonomy for myself; knowing that I have the ability and the understanding of my students and their progress to slow the learning pace if necessary. (I want to point out that of course I review or repeat lessons if necessary based on how students are progressing with the learning content- this chapter just reinforces the necessity of doing this and ensuring you are on top of your assessment data and it's meanings consistently.)

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I use all assessments to gather data on where the students are now, what skills are of concern and what we need to do to master the missing skills. When skills show up as a concern, I take 1:1 or small group time to provide support and extra practice to move the students towards making positive progress. I spend time progress monitoring the students to see if growth is occurring frequently. This process is used all year, and I release and/or add students to this process throughout the entire year as well.

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As a resource room teacher, I'm able to help students reflect with more time/freedom than other teachers who must spend their time teaching the content, and for that, I am fortunate. It gives the students the opportunity to identify where they struggled and where they excelled, and each quarter they set goals using a reflection assignment I give. I don't always have access to every physical assessment to help them decipher their needs/strengths, but I can teach them how to do it on their own using a checklist or another taught strategy!

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I use assessment data to create new goals for students that will received academic services on their IEPs. The assessment data along with other documentation and teacher input allows me to make goals for students based upon their current abilities and needs. I also use assessment data to monitor IEP goals.

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As an Earth Science teacher, I use the New York State Regents Exam not only as an assessment but also as a guide to improve my teaching practices year to year. While the results may not directly benefit the students who took the test, they are incredibly valuable in helping me understand which concepts were challenging. I analyze the data to identify patterns in misconceptions and use that insight to adjust my instruction, find clearer examples, and design more engaging and effective labs.

In refining my curriculum, I intentionally incorporate crosscutting concepts—such as patterns, cause and effect, stability and change, and systems and system models—to help students make connections across topics. For example, if students struggle with understanding Earth’s interior processes, I might strengthen the focus on systems thinking to illustrate how Earth’s spheres interact, or highlight patterns in seismic data to support plate tectonic theory. By weaving these concepts into my lessons and labs, I help students think more like scientists and apply their learning in broader, more transferable ways. This approach not only improves content understanding but also builds critical thinking skills that are essential for success in science and beyond.

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Assessment data is used to identify both class-wide and individual student strengths and areas for growth. based on this information, I adjust my instruction to meet students' needs - whether that means reaching a skill, providing targeted practice, or offering enrichment activities. I find that providing both face-to-face and written feedback is beneficial to students. As suggested by the text, I could create progress trackers that allow students to visually monitor their progress. Additionally, creating specific time for student reflection after an assessment would foster metacognitive skills and promote goal-setting strategies.

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As a TA, I get their results from the teacher so I know what we need to focus on to help them reach their goals. I work 1:1 with my students daily when they are doing the curriculum work. When they have private reading time, I work 1:1 with them to improve the fluency in reading and comprehension, we go over their sight words to ensure they improving with them daily. I could find a grade appropriate tool other than daily verbal praise to help students understand their own struggles. I could set up one of the digraphs in the book and they could mark it with a sticker each time they moved onto the next skill.

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​As an ESL teacher who does not assign grades I use data assessment to drive my instruction that I teach filling in the gabs in their language demands and academic demands. Working through the data will students to show them where they started with their language and showing them their progression throughout it on assessment data for listening, speaking, reading, and writing which is what they are assessed on.

In "Hacking Student Motivation," Tyler Rablin emphasizes the importance of assessment strategies that not only evaluate student performance but also actively involve students in their learning journey. He advocates for practices that shift the focus from traditional grading to fostering intrinsic motivation and self-efficacy.

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As a teaching assistant, I collaborate with teachers so that we are all on the same page with what skills we need to focus on. I then will sit with the students and talk about the skills we need to build on. I always try and remind them that we will always be building on what we know so if you have questions ask. If they need 1:1 they know to ask me privately or we work in groups with review and then move to the next skill. Technology has changed review a great deal because be able to create different things allows the students to work independently and work until they are comfortable with the skill.

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Using assessment data changes from student to student. I gather data on each student on how they work individually, in groups, on homework, and tests. Once this data is gathered and I see the students strengths and weaknesses, is when I zoom in and focus on their areas of where they struggle and need extra help. The strategies I implement to help students better understand their own struggles are breaking assignments down to smaller parts and longer test taking times.

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As a T.A. I can tell what our students weaknesses are, because being in class with them I am aware of what they struggle with.

I am able to help them study for test and quizzes. We make up games for them study.

Our Resource room teacher makes ump quizzes and flash cards we have made a game out of between each class.

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Using assessments in my classroom depends on the class. My 10th grade students do not take a state assessment nor did they in grade 9. Due to this, many of the assessment data I have is my own. The program Actively Learn compiles a student profile and will allow for differentiation based on students' answers, both multiple choice and short answer. The platform customizes if a student needs extra help, and students can change settings based on individual needs, dyslexic setting, etc. We can also change the Lexile level of assigned texts and group students based on reading levels. I could spend more time one-on-one with students, conferencing about their Actively Learn profiles. In my IB classes, our assessment data is based on performance in the 2 year course on multiple assessment measures that include an IA, a higher level essay, paper 1, and paper 2. There are strict requirements for each, we spend a lot of time preparing students, conferencing, and giving individual and peer feedback in preparation for these tasks. Unfortunately, IB as a program does not give us specific feedback on each student, so it is difficult to know what skills we need to focus on more.

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As a reading intervention teacher, I use various forms of assessments. I will discuss a couple of them…

i-Ready data helps me identify students' strengths and weaknesses through diagnostic results and track progress over time with growth monitoring. It informs instruction by focusing on specific skills and differentiating lessons to meet students' needs. Personalized learning allows for tailored lessons, while data chats help students understand their progress and set goals.

DIBELS (Dynamic Indicators of Basic Early Literacy Skills) is an assessment tool I use to measure early literacy skills like phonemic awareness, fluency, and comprehension. It helps identify students' strengths and weaknesses in reading.Their results guide targeted interventions and track progress over time.

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As a Resource Room teacher, I am the one supporting them and preparing to for upcoming quizzes/tests. We look at their grades together on SchoolTool and if the test is on a Google Form, we take time to look at what questions they got wrong and why. Many times if a test is taken on paper, I don't usually get the chance to see it and review any questions they got wrong with them. This is something I could do more of and ask them to bring tests in so that we could review them together and track data to help them better understand their own learning.

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Instead of using assessment data to assign grades, I analyze it to pinpoint specific reading gaps (e.g., phonics, fluency, comprehension). For example: if a student struggles with decoding multisyllabic words, I would adjust instruction to focus on syllabication strategies. I use running records, fluency checks, and/or comprehension assessments to form fluid reading groups based on current needs. For example, if a student’s fluency score improves but their comprehension lags, I would shift them to a group focusing on inferencing and summarizing. If data shows a student is plateauing, I can adjust my approach (e.g., shifting from guided reading to more direct phonics instruction).

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I review the student regents scores each year and analyze areas of weakness. I teach Living Environment/Biology and this analysis is really only beneficial to me as a teacher, not to students. They have moved on so I am unable to discuss their data with them. I mean I could, but I just know how it would be beneficial afterwards. Unless, it is a student wanting to retake the test for a higher score. However, I could of a better job discussing data on unit tests(smaller scale). Maybe I could even cover how to analyze their own data as a whole class and encourage them to review their tests scores each time? This will be beneficial moving forward for the science and engineering and cross cutting concepts that are involved in the new standards. Right now it is mostly content based and once a unit is done, we move on to new content.

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The way that I use assessment data definitely depends on the course level, the unit, and the individual students. Instead of a textbook, we use Activelylearn for our 10th-grade curriculum. The assessment data it provides is so beneficial. In addition to summative performance tasks, Activelylearn provides individual detailed student activity reports. These reports tell us: how long a student has worked on an assignment, how many notes & annotations they have completed, how many times they have looked up a word for meaning, and how they performed on specific questions... It also analyzes student engagement and performance across the class, including reading and learning times, questions answered, revisions, vocabulary lookups, and notes taken (comparing percentages across the entire class). Since this time-consuming work and data is done instantly for us, we can use that data to customize instruction. If I know that a student is struggling with reading comprehension questions, I can provide helpful tips ( created through Activelylearn) for those types of questions. If a student is spending too much time on an assignment, I can cut out the number of questions assigned or the number of answers for the multiple-choice questions. I can also customize the types of questions that work best for different learners - including drawing questions for more visual/artistic learners and providing audio for our students who tend to be more auditory learners... I can change the reading fonts, sizes, and spacing depending on the needs of my students. For example, there is a dyslexia setting which works great for many kids. The translation option is wonderful for my foreign exchange students so they can read the text in their native language, etc. Implementation strategies include: reflection journals and portfolios (discussed in the previous Padlet),   self & peer evaluations (also discussed previously), choice when it comes to project-based assessments, Socratic seminars and discussions, video assessment (having students record their process and reflections through a program like Flip)...

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I use assessment data to drive instruction, help students reflect on their strengths, and create goals to mediate their deficiencies. If students are lacking in a certain skill, we work on it, and I try to incorporate it in other subject areas.

In the future, instead of telling the students what the data says, I would like to start asking them how they interpret it, and maybe show me in the form of a graph or other illustration.