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We are trying new methods to learn our objectives, and assessing individually more oftenSH

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With our reading we have just given an edmodo snapshot to see where are students are on a specific standard.  We will be modifying/differentiating the next snapshot based on the scores of the first one.
Tyler

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I have been using Edmodo and Kahoot as tools for informal assessment which provide immediate feedback to the students as well as myself regarding how students are doing in meeting learning goals.
(J. Green)

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Discuss learning expectations and success criteria. SB

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Doing lab reports using google docs to provide descriptive and reflective feedback by both peers and the teacher.  Relate what we did in the lab back to success criteria and learning goals.

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Implementing Words Their Way and the Workshop Model for Reading-providing immediate feedback, 1:1 conferring, and self-assessment

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Just used review techniques/ungraded quizzes by having students write responses on their dry erase desks with dry erase markers on four or five separate occassions - KB
(met with minimal success)

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Defining our objective in the lesson and how we will use it to be efficient.  (math) . 

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Defining our objective in the lesson and how we will use it to be efficient.  (math) . 

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Instructional Modifications based on Evidence 

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Instructional Modifications based on Evidence 

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Using the information of spacing , I have been experimenting with the information that students are able to retrieve in math from past lessons.

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I have been having students self-assess and identify areas in need of improvement in their writing, and I then provide feedback on their rough drafts based on their needs. - Deneen Nelson

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Also been giving quizzes between summative tests. Doing both pop and announced to see achievement level.-JS

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Lynn Brigham Formal and Informal Assessment

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Lynn Brigham Formal and Informal Assessment

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I go around as students are reading and have them do a 5 finger retell and they have also done reading response letters where they have evaluated their letter and then I evaluate their letter.

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Having students write goals for the week on their woodworking project.

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Task Specific rubrics vs general rubrics

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Task Specific rubrics vs general rubrics

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Students need to be able to apply a skill to other tasks.

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We talk about our goals before lessons.

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I have been working on Learning Goals for PE units. Joan

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I have been working on Learning Goals for PE units. Joan

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Used learning goals and success criteria with 2nd grade classes - KB

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I have been using a form of homework quizzes to test whether students have retained the information that we covered in previous classes. Additionally I have been using this quizzing to point out exactly what parts of the process the students are struggling with and then to try and close those gaps.
Sounds really good, hasn't been working super well yet.

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I have used terms that are not necessarily used in their elementary age "regular conservations" such as appropriate , assessments, etc.

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I have been using the I can statements with the kids and showed parents during conferences.

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Some students had a extremely difficult time assessing their own writing. But with practice and continued use of this feedback, I think students will be better able to know what skills they need to work on and what skills they are improving. - GC

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Amy: Learning Goals and Success Criteria

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Amy: Learning Goals and Success Criteria

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Stating learning goals with students and giving examples of what success criteria looks like to reach the learning goals for fluency.

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used assessment to lead following lessons to improved weak skills

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Nina Bates: I use it with 4th graders learning to play recorders. I wrote their goals in the form of I Can Statements. It is an ongoing process.

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Trying more quick checks to guide further instruction :)

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I've given students multiple quizzes in-between summative tests.

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Have been introducing goal(s) at beginning of class so students have an idea of where we are going

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How to relate learning to other areas

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As a group, the HS band discussed where we are, where we're going, and how we're going to get there. I put some of those key words, concepts, and phrases and put them on posters around the room. It seems to have really helped the students to understand why we do what we do, and they've been playing better. -Lauren

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Ann - Learning Goals and Success Criteria, Eliciting Evidence, Self Assessment, Feedback

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Ann - Learning Goals and Success Criteria, Eliciting Evidence, Self Assessment, Feedback

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I've had conversations with a number of teachers about different attributes of the formative assessment process and how to use them in their specific curricular areas.

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Learning intentions and Success Criteria 

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Learning intentions and Success Criteria 

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We have been using learning intentions and success criteria in 8th grade math.  The "I Can" statements are written on the board and referred back to during instruction.  Tori

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I have been using entrance tickets that are aligned with the learning goals to gather information on student learning. I use that information to make instructional decisions on what we will be covering during class that day. The students also self assess on how well they did on each problem, and then document their current understanding to help direct their learning.

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I've been having my students do daily work logs of their work in my visual arts classes.  This has allowed me to get students to think more about their learning and project progression, and it allows me to get more concrete evidence of learning.
--Luke

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We've been implementing Words Their Way and much of FA is built into the program. We are constantly doing "quick checks" and deciding how to move that student/group forward in their learning. - LK

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I gave my students a set of "I Can" statements for our genre unit to help them focus their learning throughout the unit. This will help the to assess where they are at and where they need to be by the end of the unit.- Mary Wittenburg

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Words Their Way allows frequent opportunities to check with students on their learning. These checks can be daily or weekly.  Workshop model also has opportunities to meet with students one-on-one to discuss 5 Finger Retells, Thinkmarks, etc.

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Through writer's workshop, students have been working with writing partners. This is adding more student to student collaboration.

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Think-Pair-Share -- I have been giving students time to work then pair with a partner to discuss and evaluate each others ideas.

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After reading about and creating these I am able to better understand the importance of having these for my use and especially the student's use.

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I've been looking at samples of exit slips and have tried a couple formats with one class. I've also been encouraging my students, through questioning, to make connections to prior learning rather than being too quick to jump in and answer their questions.