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3-
Personal communication can be paired with any other form of assessment. Involving students in the assessment process keeps them more engaged. There are five formats for personal communication assessments.

2-
It is important to realize that students are taking risk when they answer in class discussions. Following up on incorrect answers is an important way to understand the reasoning behind what a student is thinking.

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I really like personal communication methods and hope that my classroom can be based around them. The journals and learning logs seem like the most practical ones to use in any subject.

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Personal Communication Model
- knowledge, understanding, reasoning, verbal performance skills

Use with other forms of assessment.
Avoid bias
Involve students to set them up for engaging learning

Key to Personal Communication Assessment
- plan key questions in advance
- make questions clear and brief
- ask questions that give them the opportunity to reason
- call on students who volunteer and those who do not
- follow up incorrect responses and get the reasoning behind it
- give wait time

Allow students to also ask questions

Use Conferences and interviews
-  portfolios

Class Discussion
- Preapre
- communicate your focus
- remember students are taking risk to answer
- keep records

Oral Examinations
- brief
- clear
- develop scoring before
- the method does not negatively impact the success of the students
- plan for accommodations
- have a scoring instrument ( rubric)

Journals and Learning Logs
- written form
-  least structured
- dialogue journals have record of convo between student and teacher

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3-
You have to have clear learning targets and objectives while doing performance based learning and assessments.
Performance based learning is a great way to keep students engaged and active.
You must check your assessments for possible bias before performing them.

2-
Performance assessments can assess multiple things at once but must have clear targets.
There is a long list of questions to consider while designing performance assessments some of these include; how much time, what is the scope?

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Are performance assessments also graded by rubric?

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Performance- based learning: when students participate in performing tasks of activities that are engaging.  The purpose of this kind of learning is to help students build and apply knowledge , skills, and collaborative work habits.
Why: creativity and innovation, critical thinking and problem solving, communication and collaboration
How: presentations, portfolios, performances, projects

Performance assessments: purpose is clear, learning targets is proficiency, performance skills,  or product development
- prevent bias

2 steps to quality performance assessments:
-define the performance criteria
- develop performance tasks or projects

Things to consider:
- what is the reason? How sure must we be about the proficiency?
- What is the scope of the targets?
- Can I determine profile client by examining only once activity or product?
- How much time do I have?
- How consistent is the student’s performance?
-  How close is the student’s performance to the standard?

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- special services
- year 15
- assessment is estimation
- snapshot of a kid on that day in a particular state
- Dylan William. “ no valid assessments, only valid interpretations”
- standardized assessments
- general assessments
- formative
- day to day students
- all students are gen ed students first
- you have to have a process that all team members are apart of
- have a framework for everything
- be consistent
- respect your impact
- students are gonna look to you for relationship
- your impact is huge
- intervention is the key
- nouns are nice but verbs are better

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-   3rd grade
- kstate alum
- assessment: make observations daily
- day to day notices
- small group for everyone, not just the kids that need help
- small groups are important for connections
- don’t forget about high achieving students
- challenge them
- curiosity
- body language and facial expressions when they don’t understand or are frustrated
- one to one time
- be a team
- compliment your teammates strengths
-  use leaders in your classroom
- hope to make an impact every day
- “The Gift of Dyslexia” very good teacher friendly book
- their brain just works differently in the processing
- colored reading strips
- it is different for everyone
- assess every part of them,  not just academically
- you need to make relationships with your students, parents and staff
-  take the time
- show your students that they are worthy of your time
- support what they love
- have hard conversations with parents, not emails
- you don't have to love everybody on your staff but you do have to love SOMETHING about EVERYBODY on your staff
- time and relationships
Book:
- “The Morning Meeting Book”
- activities, suggestions
- “Despite the best Intentions”
- special needs
-  best procedures on how to help them

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3- 3 steps of making an extended written assessment are make a plan, develop the item, and develop a scoring system.

2-  The scoring guide can help with making the item because it shows the expectations and requirements. Use the plan and the standards to make sure that all of the objectives are being met.

1- I think that using rubrics in the classroom will help to make sure that every student is meeting the standards and it will make the expectations clear.

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Extended Written (essay) Assessments
- make a plan
-  develop the item (s)
- develop a scoring guide

Make a Plan
- make the learning targets clear
Develop the Item(s)
- hit the target
- specify the knowledge
- identify any reasoning patterns or problem- solving strategies
- point the direction
Develop a Scoring Guide
- checklist and rubrics
- checklist awards points
-rubrics define achievement

1. Define the performance criteria
2.  Develop performance task or projects

Questions to consider
What is the reason for this assessment? How sure must we be about the student’s proficiency?
What is the scope of the target?
Can I determine the proficiency by examining only one activity or product?
How much time do I have available for assessment?
How consistent is the student’s performance?
How close is the student’s performance to the standard?

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- 23 years
-5th grade
-8th grade
-9th grade
- assistant principal
- remote learning.
- 54 schools - 8,000 students
- assessment: can students apply knowledge
- apply knowledge- then transfer it
- open ended assessment so students could choose how to show they know the knowledge
- assessment isn’t final
- finalizing makes learning stop
-  start with what the standards actually mean
- how can it be applied
- never kept the standards a secret from the students
- gave them the opportunity to show what they know in whatever way they wanted
-  students could test out early and then teach the class in the elaborate phase
- dont stick to the timeline if your kids can move on faster
- grades meant. More because the students knew what they did or didn’t understand
-  go slow to start
- what’s the smallest thing i can do that makes the biggest impact
- little change makes huge impact
- layer it
- build on to the layers
- its not a timeline its a compass
- head in the. Right direction at your own pace
- advice :
- know and care about the kids
- build the relationships with your students
- find out what makes them tick
- Resources:
- Culture Code
- always have to be working on the culture of your classroom/. Life
- constantly be checking in
- Small Steps
- what is the next step
- Deeper Learning
- why teach
- having people who are consistent, loving and caring
- connections
- little pieces that you get to give people to help them
- the impact

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- kindergarten
- 27 years
- 1 year in 4th grade
- little bit in preschool
- assessment is necessary
- a tool what they know and what they’re ready to learn next
- hands on
- 2-3 minutes of attention
- quick and easy
-  tool kit. (Kids have all they need)
-  routines
- students being independent
- spend the first month practicing routine
- work life balance is difficult
-  set boundaries
- plan ahead
-  work with a team
- find your piece of what you do best for your team
- greatest advice:
- be extra nice to the secretary and the custodian
- listen to your team and your coworkers
- its all about us
- take a risk
- try something
- stay off your phone
- your students need to know you are there for them
-  dont take yourself too seriously
- you are going to mess up
- leave your home problems at the door
- greet them at the door
- resources
- “Out of my Mind” I. LOVE THIS BOOK
- get to know your students
- use books that represent everyone all year long
- power of realoud. Every day
- practice read aloud
- why educate
- teaching is not for everyone
- “I’m impacting the future
- everyone needs a great teacher

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- coaching coordinator
- 7 years ela
- instruction mentor
- support teachers in their work
- assessment: have a goal, assess if you’ve met that goal
- smart goals
- educator rubric-   6 standards
- rubrics help keep you objective focused
- make your own rubric
-  rubric must match your expectations
- no guessing games with rubric
- we don’t have to have massive amounts of homework
- whiteboards
- temperature check moments
- “kids wont do it if it doesn’t have points” - FALSE
- know exactly what expectations are
- rubrics were very effective at making kids feel more successful
- do not try to wing it
-  have routines set before the beginning of the year and teach them immediately
-  habits form fast
- teach routines
- kids love structure
- MUST READ
- learning by doing
- excellence in every classroom
- ability to always be learning
- watch teachers
- notice strong teachers
- why educate:
- for kids

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3- Select response includes fill-in the blank, matching, true/false, or multiple choice.  It is important to make sure that your multiple choice questions don’t hint at each others’ answers. When matching it is okay to have more responses then items to match to.

2- True or false items need to be clearly one or the other. Many teachers have used these as trick questions so most students do not trust them. With fill in the blank, the length of the blank can not be a clue to the answer.

1- Do I have to use true/ false in my future classroom? I think that it is an unfair form of assessment to students because of the ways it has been used previously.

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- students can hit any target they can see and that isn’t moving

Selected Response.
- measure an important part of curriculum
- measures the skill,  objective, or reasoning skill
- meaning of an item: clear wording
- items do to contain stereotypes. Or inappropriate language
- reading level and content is appropriate.
-  not taken directly from the material
- does not offer clues to other items
- opinion statements are sourced and cited
- correct answer is clearly correct

Assessment Methods
- multiple choice
- matching
-  true/ false
- fill- in the blank

Multiple Choice
- direct question
- no repetition in responses
- one correct answer
- appropriate number of response options

Matching Items
-  clear directions
- list of items is brief
- response options are brief
- extra response options offered

True/ False items
- statement is clearly true or false

Fill- in the blank item
- direct question is posed
- one blank is needed
- length of blank is not a clue

Collaboration Strategy
1.  Signal it
2. Choose it
3.  Picture it
4.  Troubleshoot it
5.  Summarize it
6. Apply it
7.  Teach it
8. Analogize it

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3- Concept maps have many many benefits. Conferences and interviews can have a huge impact on student- teacher relationship. Portfolios are a great way to organize student progress.

2- Concept maps can be used as both summative and formative assessment. Student portfolios are also a great way to use formative assessment and watch how a student progresses throughout the year.

1- What is the best way to do student portfolios, physically (not online) without taking up too much space in the classroom?

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Concept Maps
(Graphic organizers)
- shows connections, process, and relationships that students are building
- organize information
- simple or complex
- student friendly apps available
Benefits:
- nonlinear visual ways to understand/ represent knowledge
- develop thinking skills such as analytical skills
- externalization and show understanding of knowledge
- make explicit connections
- help different learning styles
- engage students
- organizes knowledge
- increases brain activity
- boost social interaction
- works with different content areas and grades.
- compares/ contrast differences between concepts
- shows all components of a concept
- shows the steps involved in the learning process
- formatively assess student’s knowledge
- used in summative assessments at the end of a unit

Questioning, Interviews, Conferences
- student- teacher relationship impact.
- encourage higher level thinking

Portfolios
-purpose
- student involvement
-organization
- structure

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Science Lesson Application

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- 14 years
- SPED
- assessment: observation
- checklist-  concrete data
- reading: running records, FMPs (benchmark assessment)
- pinpointing where the struggle is
- use the resources around you
- assessments can reveal what you don’t see at first
- advice:
- be careful who you surround yourself with
- you need positivity
- teaching is fun
- true north
-  resources:
- filtering out the stuff
- having the time to reflect on the why
- shutting out the chatter
- behavior snaps
- why teach:
- the handful of kids that will remember
- biggest obstacle and biggest success is getting them to believe in themselves
- know the kids individually
- they need someone who loves them

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3- Choose a science lesson. Pick a grade level. Find 3 assessment tools to go with the lesson.

2- Explain why those assessments tools would best fit this lesson. Learn about Inside/outside circle and talking chips.

1- Why did we have a 3-2-1 for this week?

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-21st year of teaching
- assessment: all the time, observe, whiteboard, “show me what you know”,   “How ready are they to learn today”
-every kid grows
-where are we going? Where are we gonna end up?
- its not all about the content
- what’s their reality
- learning continuum -  map
-very fluid
- starting point based on standards; continue to move them
- collaborate
- “its not about me. It’s about my team”
- we work better together
- small groups!!!
- great for advance and struggling kids
- individualize
- best advice for a new teacher:
- dont walk alone
- Resources:
- twitter
- looking for new things constantly
- “How do you hug a porcupine”
- Why teach:
- stories
-  relationships
- you have to remember your WHY

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3:  Jigsaws are a great form of collaborative learning. Reflections can be used in journals or learning logs. Peer reviews and peer feedback help with writer growth.

2: Self assessment and reflections have so many benefits, including showing understanding or improvement, self motivation, and awareness of what needs to be done next time. It is important to use guiding questions while leading students in self reflection.

1: I want to make reflections and journaling a back bone of my future classroom. I think that it has a lot of added mental health benefits on top of all the academic benefits.

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Collaboration Style: Jigsaw
- allows individuals to become responsible for a subcategory of a larger topic. Research, then teach the rest of the class.

Self- assessment and reflection
- reviewing learning
- identifying confusion
- evidence of learning
- checking progress
- improving outcomes
Reflection Prompts:
- What have I learned?
- What went well? What didn’t?
- What is my next step?
- What am I most proud of?
- What is my plan for next time?
Peer Review/ Workshop
- peer feedback helps writers grow
Observations and Anecdotal records:
- provide info regarding development over time
- ongoing records about individual needs.
- observations of behavior
- ongoing documentation of learning
Learning logs:
- students keep to record their reflections about what they learn and how
- promote metacognition
- reveal student perceptions and misperceptions
- reveals how they are reacting to what is being taught
Journals
- practice of recording on a paper collection of thoughts, understandings, and explanations

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- 6th year teacher
- assessment: get to know what the kids know and how to use that information
- what did i do today that they took with them?
- exit tickets on everything
-quick assessment is the best assessment
- make the kids do everything
-whiteboards are your friends
- relationships: nicknames, greetings, little something with each one of them
- you can never do too much procedure
- go slow to go fast
- every little thing needs to be described to them
- you dont have to run a tight ship, you just need an orderly ship
must read book:  Stuff You Should Know- podcast
Enders Game- great book, rely on kids
Why Teach?
- those smiles
- “thank you for teaching me things I never thought about”
-  knowing that kids need people, you want to make sure that they are okay
- when you see a kid excited to come to school

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3: There are two different types of rubrics; holistic and analytical. Check list can be a form of student assessment. Student learning contracts are should include timelines, personal goals, and assessment forms.

2: Student learning contracts and check list are great ways to have student involved assessment. When students are making their own personal goals they are going to be more motivated to achieve them.

1: I want to find ways to display student goals in the classroom so that they can be proud of them and know that as a class we are a team trying to achieve those goals.

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Rubrics: define criteria for students’ work and give descriptions and performance quality
- specific criteria.
- multiple levels of achievement
-well-defined factors
-aligned with standards and outcomes
-benefits: communicating expectations, streamline the feedback process, facilitating equitable grading, standardizing assessments across different teachers
Analytic Rubrics: provide specific feedback in different forms. Scoring is broken down in parts.  Define level of performance for each criteria
Holistic Rubrics: describe broader levels of performance. Provides a single score based on overall performance. Consider all aspects at once.

Checklists: lists of expected behaviors in which a check indicates the presence of that behavior or the correctness of the behavior
- list of behaviors/ specific steps
- appropriate when “points” are awarded for specifics
-essential targets
- desired outcomes
- process of learning a skill
- completing an activity
-  self- assess
- keep track of their own progress

Scoring guides/ rating scales: rate the behavior on a scale that indicates the quality of the desired behavior(s) or performance
- provides a description of only the highest level of performance

Learning Contracts: agreement made between students and teachers
- describe the learning outcomes and strategies
- offer student choice of goals and strategies
- include timelines and assessment tools

Self Assessment and Reflection: critical lifelong skills that should be developed in the learning environment
-Quality assessment: draw upon skills that are important lifelong
- younger students require more structured approach and more support
- can be written or oral, daily or long term, and individually or collaborative

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3: Keeping blooms taxonomy in mind during testing is one way to help students. Using foldables and other collaborative study tools can improve testing. It is important to be mindful of the way you talk about testing results with students and their parents.

2: When I was in elementary school, my teachers referred to blooms taxonomy  to prepare us.  They also told us to get a good nights sleep and to make sure we eat a full breakfast the morning before a test. When I was shown testing results as a students, I normally had no idea what they meant and it was hard to understand without a teaching fully explaining all the numbers to me.

1: I want my students to be very comfortable and feel safe in their testing environment. I want to make blooms taxonomy a center focus in my classroom.

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3: An assessment objective is to define the standards, behaviors, and conditions that will be preformed upon completion.  Inventories have no correct answers but test have correct answers.  Assessment during instruction is formative and diagnostic.

2: Different types of assessment need to be used together to help with not only instruction but also knowledge checks. We don’t always think of performance or activities during assessment or tests but these can be a different way for students to show their understanding, especially with younger grades.

1: Goal: I want to make and implement daily learning assessments in my classroom that show me that the students are learning and engaged

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Standardized tests terms:
-  grade equivalents (GE)
- Percentiles
- Normal Curve Equivalents
- Stanines

Effective Assessment Strategies
-  Blooms Taxonomy
- Collaboration strategy: foldable

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- teaching 10 years
- math coordinator in Olathe public schools
- assessment- procedure for making inferences
-  there is no valid assessment there is only valid or invalid interpretations
-  whiteboards in class help cognitive engagement
Work smarter not harder
- design assessment for what you need
-  you shouldn’t always see great scores depending on what type of assessment or what the purpose of it was
- learning things one thing at a time but then adding them on and building them up together
New teacher advise
- teach to the test.
- what is it that we want kids to know? How do we get them there?
Reading
- “teacher clarity playbook”
- anything from John Peg about taxonomy
- Dillion WIlliam
- “how learning happens?”
Why Teach?
-  you wont know until you meet your kids, and then you will

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- 2020 national teacher of the year
- early childhood level
- 12 years teaching
- self regulation at all times
- dial 4 preschool assessment
- aeps- family perspective assessment
Work smarter not harder
- systems
- lots of responsibilities
- concentrate on my day piece by piece
- routines within routines
- clear expectations
- you cant do this alone
-  students need to be able to work independently in your room.
New teacher advice
- welcome
-lean on community support
- take the help
Reading
- “Easy to love Difficult to Discipline.
- any book that teaches you to address your own biases
- equitable spaces
- “how to build an equitable classroom”
- The conscious kid on instagram
-do that work
- let love flow from you, into your classroom
Why teach?
- our career is under the microscope
- there are so many other jobs you could be doing
- there is no job that will give you as much fulfillment, joy and purpose
- you get to wake up every day and know that you make a difference
Classrooms
- highlight walls
- easy to access and well organized data
- standards and objectives clearly posted so everyone is on the same page
- very organized

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Formative: used continuously throughout the lesson unit
Summarize: used at the end of the lesson unit
Why do we use each assessment:
- formative: improve instruction and student feedback
-  summarize: measure competency
Assessment objectives: define the behavior, standards, and conditions that will be performed upon completion. Objectives should always match the assessment.
Types of objectives: cognitive, affective, psychomotor
Cognitive: increase knowledge
Affective: change attitude, interests, feelings, values…
Psychomotor: physical skill
Criterion assessments: performance/ skill, knowledge/ content, self reflection
Types of measurement: inventories, tests,
Inventories: has no correct answer
- attitude, interest, and preference
Tests: have a correct answer
- achievement, intelligence, and aptitude
Alternative assessments: other than paper/ pencil
Authentic: “real world” problems
Performance: demonstrate knowledge or skill
Assessment during instruction process: formative and diagnostic

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Week 2 ( Student involved Classroom Assessment) 

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Week 2 ( Student involved Classroom Assessment) 

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3: Formative assessments guide your instruction.
Summarize assessments show you how much students know at the end of a unit.
Peer review or self checks are forms of student involved assessment.

2: Formative assessments can be as simply as asking a preschooler to write their name. Assessments are not always test. When students are involved in making the assessment process, they are more comfortable and not as stressed.

1: How can I get students involved while making rubrics? I need to make sure they are goal oriented and all meet the same standards.