# data[].attributes.body
Group 4 - Assessments examine outcomes in meeting objectives. Standards guide learning objectives in that they guide a student towards mastery of that standard along with other related objectives.

# data[].attributes.body
Group 2

First you need to determine what the standards are then determine what objectives will be measured related to the standards. From there you will determine what students should know and be able to do after completing the unit/course to be successful. Once you know what the students should know, you can create the assessment.

# data[].attributes.body
Group 4 - You have to know your students. Who they are and what they bring with them to class shapes how they interact with content, including assessment. When we keep our students in mind when crafting assessments, we are incorporating them into the creation process.

# data[].attributes.body
Group 3:

It is important to know what standards and objectives are in order to create curriculum. Learning targets provide the aim of what assessments need to evaluate.

# data[].attributes.body
Standards help you determine what is assessed and objectives tell the teacher and the students what the goal is so they can be successful.

# data[].attributes.body
Group 3:

Assessments are determined by what students already know, and what questions and tasks will benefit a student's learning. We want to ensure that our students understand what we are asking them for, otherwise there is not a helpful response to assessment from students.

# data[].attributes.body
Group 2

Assessment should be in a language a student understands. Assessment at the beginning of a lesson/year lets you know where the student is starting from. When you know that you can then plan on where to go from there in relation to lesson planning and other assessments.

# data[].attributes.body
Group 4: Socioeconomic status is a factor that impacts students and their ability to "achieve". Students experience hunger and cannot focus. They also come to school physically exhausted due to supporting family members. They are not able to engage to the same extent as wealthier peers because they face barriers that some may not experience.

# data[].attributes.body
Group 1:

Knowing our students as a whole person with intersecting identities and varied needs impacts how we implement assessments. For example, MLL students will need different supports in assessment than students who speak English as a first language. Or, a student with dyslexia would need different supports in assessment than a student who doesn't have that disability.

# data[].attributes.body
Group 2

If students don't get enough sleep they can't focus, they can't make decisions, and it can affect students physically.

If one kid is sleeping, another is looking at it like they can do it as well.

# data[].attributes.body
Group 3:

We discussed students not having a need met such as sleep, and how it affects a student's ability to engage. This means students are showing up to school unable to focus or struggling to engage. As a result, students can miss a lesson or not absorb the content because their basic needs overtake their ability to participate.

We also discussed socioeconomic status, and how some parents are available to help students with their schoolwork outside of school. Or, students who have to work to help support their families, then can struggle to do homework because survival takes precedent.

# data[].attributes.body
Group 1

sleep: affects students' ability to concentrate and engage (can fluctuate throughout the day too, like after mealtimes)

# data[].attributes.body
Group 1. Evaluation measures ;earning at a specific time and its static where as evaluations are more dynamic. Assessments you see the progress evaluations you see the performance at a specific time.

# data[].attributes.body
Group 2

Evaluation is a static event. Evaluation is the systemic process in which you are getting the information, analyzing it and using it to decide if it has merit. While assessment is documenting, measuring and evaluating knowledge, skills or performance to improve outcomes. It acts as a diagnostic tool while evaluation helps to assess if goals are achieved. Assessments track progress while evaluation tracks whether the goal is achieved and where you should go from there.

# data[].attributes.body
Group 4 - Evaluations are any instance of appraisal or the act of assigning value to a judgment (assessment). You can assess something, making a judgment of an instance or action, but you do not need to assign value to it.

# data[].attributes.body
Group 3:

We are assigning value or worth to an action, assignment, project, or response during an assessment. We are making evaluations all the time, some recorded, some not.