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(More specific and detailed examples of assessment)

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Video:
- used for formative assessment
- multiple choice questions
- a corner of the room for each answer
- students go to corner/answer that they believe
- "I think the answer is __ because..." (justify answers)
- students justify answers to peers that chose a different answer
- changes with each lesson depending on student response

Book:
- used for pre-assessment
- open-ended questions
- paper split into four sections
- each section houses a question
- variations: student questions to be used

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Google Drive can contain folders, which can be used to house made quizzes. You can name the form and create multiple questions. You can choose the question type (text, multiple choice, list, grid, date, etc), input the answer, and make the question to be required or not. Do not click "Done" until all questions have been input. To add more questions, click "Add Item." Copy the URL to share with students. The results will show in a new form/spreadsheet in the same folder with the quiz.

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Response cards can be used in all content areas, but it is useful in math and science. They can be made or bought. In the video, the teacher explains how she uses it. The students pinch beside of whatever color (self-assessment), letters (multiple choice assessment - few checkpoints) to choose their answer, yes and no responses, and true and false responses.

The colors and their meanings are:
- green: comfortable
- yellow: uncomfortable
- red: not comfortable at all
- blue: comfortable and could teach another person

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You name the binder, give it a description, choose a category, and allow it to be public or private. The binder can also have a cover. The binder has tabs and sub-tabs that contain live web links, files, videos, or other. The LiveBinder is simply a 3-ring binder that is electronic.

Within the classroom:
- Provide students with material being used
- Create the material into different formats (PDF, audio,
- Multiple means of representation: vocabulary supports
- Multiple means of action/expression: interact with text & assessing students

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Process of Reviewing Formative Assessment

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Process of Reviewing Formative Assessment

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1. Meet with PLC team.
2. Bring assessment data.
3. Follow team norms.
4. Compare results with rest of team to find effective strategies.
5. Data dictates when to ask for help.

Requires:
- team trust
- safe environment
- collaboration

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Observation is the foundation of formative assessment and differentiation. The teacher has to see what the students are doing and break down walls between everyone. The teacher is observing the students while the students are also observing and learning from each other.

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- observations
- teacher/student conferences
- flexible grouping
- thumbs up/down
- exit slips

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- tap authentic interests
- promote student achievement
- creates a better learning climate
- identify students who are struggling and/or excelling
- improve and reflect on teacher's professional practice
- need a tool or skill?
- questioning from students
- activate learners to engage in their own learning

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8 - 10 page papers
Uses the habits of mind
Informed arguments

Habits of Mind:
- Point of view
- Evidence
- Connections
- Significance
- Alternative point of views

Process:
1. Essential question
2. Thesis
3. Outline
4. Arguments/revisions
5. Exhibition at end of year

Each step in the process is a formative assessment, but the whole is a summative assessment.

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- IS NOT about rote learning
- IS about deeper understanding

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1. How will students get feedback?
2. How will it inform my lessons?

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Formative Assessment as Descriptive Feedback

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Formative Assessment as Descriptive Feedback

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1. What was the goal?
2. Where are you in relation to it?
3. What are we going to do to close the gap?

There is no instructional value unless there is feedback.

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The teacher can do without summative assessment but not formative assessment. Formative allows for teachers to check student progression, so it is needed to know how to continue forward with instruction.

Both formative and summative assessment let the teacher know what is wrong, but only allows the teacher to do something about it. However, summative assessment can be changed to formative assessment if teacher would like. This can be because of a student's poor grade, meaning the student needs more learning on the concept. This depends on how well it can work for the teacher and how planning may take place.