# data[].attributes.attachment_link.title
Professor Hattie on Assessment-capable learners

# data[].attributes.attachment_link.authors[].name
Mary Kay Polly & Yuni Santosa < 1 min read

# data[].attributes.attachment_link.title
Reflecting as an Assessment Capable Practitioner

# data[].attributes.attachment_link.description
Deep dive into the assessment process and explore concrete strategies on how you could assess learning in your classroom.

# data[].attributes.body
To know how the students are doing and how we can modify/adjust the lessons.

# data[].attributes.body
Is to evaluate the progress of the students.

# data[].attributes.body
Who understood the content and how much did they understand?

# data[].attributes.body
To plan future instruction

# data[].attributes.body
see where the students are in their learning

# data[].attributes.body
Evaluate learning and teaching, look for strengths and areas for improvement

# data[].attributes.body
can be used to help evaluate student performance and progress and guide teacher's next steps

# data[].attributes.body
To evaluate the effectiveness of teacher instruction and student learning.

# data[].attributes.body
Check for understanding

# data[].attributes.body
To gain an understanding of what students know and don't know in order to plan lessons.

# data[].attributes.body
formative assessment to figure out what students don't know, what needs to be retaught (or clarify understanding)

# data[].attributes.headline
Evaluate what and where the targeted audience is at

# data[].attributes.subject
Evaluate what and where the targeted audience is at

# data[].attributes.body
To find out what students are learning and what they need more help with...

# data[].attributes.body
Same as Junko's

# data[].attributes.body
To know where students are in learning and how to support others

# data[].attributes.body
Obtain info about our students. Find out what their strengths and needs are.

# data[].attributes.body
It allows us to know what the child understands and to what degree so we can adjust our teaching if necessary.

# data[].attributes.body
The purpose of assessment is to get feedback on how effective your teaching was

# data[].attributes.body
The purpose of assessment is to measure how students are learning and to guide your instructional practices.

# data[].attributes.body
To find out how much we know, learned
what is the potential of a person,
to find out what needs to be learned and/or taught

# data[].attributes.body
Assessment is useful to see what the students have learned. From this assignments can be adjusted to their specific needs.

# data[].attributes.headline
To evaluate the progress of students and see where we need to go next

# data[].attributes.subject
To evaluate the progress of students and see where we need to go next

# data[].attributes.headline
To gather data, find a baseline, and to help inform student's academic needs.

# data[].attributes.subject
To gather data, find a baseline, and to help inform student's academic needs.

# data[].attributes.body
The purpose of assessment:
*To see where students are in a particular benchmark (prior knowledge)
*To see the progress which students have made
*To help students in areas of need
*To see strengths of students

# data[].attributes.body
To see what they understand and modify instruction when needed.

# data[].attributes.body
To gather information about student learning and performance to better help students/propel them further.

# data[].attributes.body
To check with the students if they are learning what is being taught. Formative assessment informs instruction and adjustments are made accordingly. Summative assessment happens at the end of a unit to see if the objective to teach something has been achieved.

# data[].attributes.body
Learn about the child's strengths and challenges

# data[].attributes.body
To check on student understanding and comprehension. To help with further planning or adjustments needed.

# data[].attributes.body
Shelley mentioned that learning new content takes a "risk taker" frame of mind

# data[].attributes.body
My group mate used See Think and Wonder with his JPOs and is thinking about using it again. Cool!

# data[].attributes.body
assessment process is also about building relationships with our students.  making sure that they feel comfortable sharing his/her knowledge with you. Also, involving the parents in the assessment process.

# data[].attributes.body
In my group, we were thinking how can we sustain assessment FOR/AS learning? It would be helpful to have examples, framework, working time, and support.

# data[].attributes.body
assessment isn't necessarily a product.
it is a process.

# data[].attributes.body
This was a good way to get everyone on the same page as far as thinking about assessment. But it will be a journey to get all students there because they need more guidance in articulating their thinking.

# data[].attributes.body
Using visuals to assess is a great way to include our EL students! :)

# data[].attributes.body
As educators we are always "noticing" and this is a way assessing students, practice, teaching, learning, etc. Sometimes we just don't realize noticing is actually like assessing!

# data[].attributes.body
The student is now more active in his/her learning and the parents' role is not as emphasized.

# data[].attributes.body
Jeans liked the part of the article that mentioned "visual thinking routines." This was something that stood out because she thought of her ELL students - they don’t have to struggle to explain through writing, but can instead use visuals to explain their thinking.

# data[].attributes.body
My group had a great conversation about how understanding and learning isn't easy. Everyone learns in their own way - whether it means reading things multiple times, preferring visuals and graphics over text. So maybe we use a variety of assessment strategies?

# data[].attributes.body
Parents want to see evidence of how you're assessing their child (like report card grades) - sometimes difficult when "assessments" are not always written

# data[].attributes.body
Including parents in the process
Getting students to be able to assess themselves.  How do we get them there?
Being able to have the time do it for all subjects
Finding out how we will do this as a school

# data[].attributes.body
Chase has the students set goals each quarter and they revisit them at the start of the following quarter to self-assess their goals. Lea does "think, pair, share" with her students. Dustin likes the idea of using colored stickers for "temperature checks" on learning

# data[].attributes.body
We understand that assessment should be a collaborative process (like the diagram in the article), but we are still unsure of how to implement this in the classroom.  Teaching students how to actively monitor their learning and reflect can be very challenging.

# data[].attributes.body
We spoke about how the need for self-assessing is often there, and how that can be a challenge, especially with the littles.

# data[].attributes.body
The assessment process is ongoing and involves the students and teachers working in a partnership rather than focusing on what the student is able to produce.

# data[].attributes.body
My group discussed that the teacher being the ‘knowledge guide’ rather than the ‘knowledge holder.’  Concern: How do we modify our standards-based report card?

# data[].attributes.body
Teaching the students "how" to learn and assess themselves is very impotant.

# data[].attributes.body
Getting the kids to problem solve and/ or explain thinking in written form is a challenge.

# data[].attributes.body
Assessment is something that many of us continuously do without even knowing it.

# data[].attributes.body
The shift in thinking about assessment from assessment of learning to assessment for learning. Assessment is a process, a journey, not something open and shut.

# data[].attributes.body
Dayle - Assessment is not new. We're doing it all day, all the time.

# data[].attributes.body
Visual routines-Green/yellow/red.

Co-constructing rubrics/thinking about their learning

Setting and reviewing academic and personal goals every quarter

# data[].attributes.body
Constructing rubrics together with the students. Using the think, pair, share strategy.

# data[].attributes.body
Sharon liked the visual assessments like the one that asked the students to rate how difficult the task was. Burns liked the student self assessment

# data[].attributes.body
Second grade is using the individual student's information to assess the students' understanding of geography and heritage and culture.

# data[].attributes.body
I heard a colleague say that learning new material is a risk-taking venture: the learner is putting themselves in a place where they don't know the skill/concept and need to try and learn it in front of others while it's being presented in the medium the instructor has chose.

# data[].attributes.body
The why and how of assessment stood out. Assessment comes from a Latin word meaning, "To sit beside." Speaks of student involvement in assessment.

# data[].attributes.body
We noticed from the graphics that students are given more responsibility in their learning.
It's hard to use IB learning style to be graded on the Common Core report card.

# data[].attributes.body
Students seeing themselves as their own teachers!  :)

# data[].attributes.body
students as their own teacher

# data[].attributes.body
ditto on Jeans's comment because it was a very powerful statement