# data[].attributes.headline
I used to think that students being in charge of their own learning was an obscure and unrealistic idea especially at a young age, however now I think it is good to put high expectations on students to accomplish this goal.

# data[].attributes.subject
I used to think that students being in charge of their own learning was an obscure and unrealistic idea especially at a young age, however now I think it is good to put high expectations on students to accomplish this goal.

# data[].attributes.body
formative assessment was intended for teacher use only. NOW I THINK students should be actively involved in the assessment process.

# data[].attributes.headline
I used to think that formative assessment was only for the teacher; that it was a way that we assessed and checked for understanding throughout instruction in preparation for a summative assessment. Now I understand that feedback is an essential part of this as well.- stutz

# data[].attributes.subject
I used to think that formative assessment was only for the teacher; that it was a way that we assessed and checked for understanding throughout instruction in preparation for a summative assessment. Now I understand that feedback is an essential part of this as well.- stutz

# data[].attributes.body
I used to think that formative assessment was solely the teacher's responsibility, but it is really the responsibility of the students also! - Dillon Leistner

# data[].attributes.body
I used to think that having younger students take charge of their own learning was impossible. Now I think that it can be done.

# data[].attributes.headline
I used to think formative assessment was something I created, tested, and then evaluated. The students really had a "passive" role in the process. 

# data[].attributes.subject
I used to think formative assessment was something I created, tested, and then evaluated. The students really had a "passive" role in the process. 

# data[].attributes.headline
I used to think formative assessment needed to always be planned out. Now I think that it is always happening and it is a key to successful adaptation of my daily teaching.

# data[].attributes.subject
I used to think formative assessment needed to always be planned out. Now I think that it is always happening and it is a key to successful adaptation of my daily teaching.

# data[].attributes.headline
I use to think that formative assessment was something that was given only at the end of a unit. I know see that formative assessment is something that should be given as an ongoing event to show students full understanding of their learning process.

# data[].attributes.subject
I use to think that formative assessment was something that was given only at the end of a unit. I know see that formative assessment is something that should be given as an ongoing event to show students full understanding of their learning process.

# data[].attributes.body
...formative assessment was taking tests, and using the data to drive instruction. It was mainly for teachers, and not so much for the students.

# data[].attributes.body
I used to think that that formative assessment was solely the teacher's job. I thought it took a ton of planning and time. Now I think that formative assessment is not just the teacher's role but also teaching students how to find evidence of their learning and acknowledge where they need to improve.

# data[].attributes.body
I used to think that formative assessment was about checking a student's understanding throughout a lesson or unit. Now I think that there is a critical element of giving feedback during the learning process as well.

# data[].attributes.headline
that formative assessment was incredibly time consuming and a lot of front loading, and it is at first, until it becomes a routine. Once that routine is modeled correctly, established in the classroom as a "norm" behavior, even new students fall into the patterns and expectations. It is worth the hard work in the beginning because by the middle of the year, with consistency, things have shifted. My students do more of the sharing, correcting and model great feedback in their discussions.

# data[].attributes.subject
that formative assessment was incredibly time consuming and a lot of front loading, and it is at first, until it becomes a routine. Once that routine is modeled correctly, established in the classroom as a "norm" behavior, even new students fall into the patterns and expectations. It is worth the hard work in the beginning because by the middle of the year, with consistency, things have shifted. My students do more of the sharing, correcting and model great feedback in their discussions.

# data[].attributes.headline
I used to think that formative assessment was only at the end of a unit or lesson.  Now I understand how formative assessment is an ongoing cycle of evidence of the student learning and understanding. 

# data[].attributes.subject
I used to think that formative assessment was only at the end of a unit or lesson.  Now I understand how formative assessment is an ongoing cycle of evidence of the student learning and understanding. 

# data[].attributes.body
I used to think that Formative assessment was something I did at the end of class. I used to think it was too time consuming and took away from my lesson. Now I know it is an ongoing process from beginning to end of class. I can see student growth right now, or lack thereof.

# data[].attributes.body
was collecting data to inform big picture learning. Using just exit tickets or bell work to see the learning.

Now I understand that it is on-going and I can constantly change and adjust in the moment when I am doing it correctly.

# data[].attributes.headline
I used to think formative assessment was going to take too much time. Now I think it is something that can be done at any time and can often be fast.

# data[].attributes.subject
I used to think formative assessment was going to take too much time. Now I think it is something that can be done at any time and can often be fast.

# data[].attributes.body
I used to think formative assessment was time consuming and more on our plate. Now I think it can be a quick, meaningful task!

# data[].attributes.body
formative assessment was something that put the teacher at the center of the teaching and learning process.  While the teacher still plays an important role, I now think students are essential to the formative assessment PROCESS!

# data[].attributes.body
Extra Credit was a good way to motivate students to get as many "points" possible what I found was it was just another compliance tool students use to take the easy way out and avoid real learning. Now I think that students should be allowed to turn in work "late" (within reason) for full credit, especially if the assignment helps promote student agency and learning.

# data[].attributes.headline
I used to think giving rubrics and models was enough to support students, now I see they can take charge of their own learning as well.

# data[].attributes.subject
I used to think giving rubrics and models was enough to support students, now I see they can take charge of their own learning as well.

# data[].attributes.body
I used to think that formative assessment was an event, that happened at the end of each quarter, now I think that it is an ongoing process that happens daily. Definitely a collaborative process with my students.

# data[].attributes.headline
I used to think formative assessment, was my job, but now I think it can be student driven as well.

# data[].attributes.subject
I used to think formative assessment, was my job, but now I think it can be student driven as well.

# data[].attributes.headline
I use to think  formative assessment was something you gave at the end of a lesson. Now I know it's a process is something that happens everyday. 

# data[].attributes.subject
I use to think  formative assessment was something you gave at the end of a lesson. Now I know it's a process is something that happens everyday. 

# data[].attributes.body
I used to think formative assessment was only given before and after a lesson. Now I know it is an ongoing process that happens everyday in the classroom and feedback can come from everyone in the class.

# data[].attributes.body
I used to think that formative assessment was only for academic  content classes. Now I know that formative assessment is a part of every aspect of ensuring student growth and success as a life long learner in any content/context.

# data[].attributes.headline
I used to think.....that formative is what I did on Fridays, but I do formative with all lessons and throughout the day.

# data[].attributes.subject
I used to think.....that formative is what I did on Fridays, but I do formative with all lessons and throughout the day.

# data[].attributes.body
that formative assessment was a way to see if students understood. Now I know that it is helpful for them to get involved in their own learning and take ownership.

# data[].attributes.body
I used to think that formative assessment could only be learned once, and now I think that formative assessment will always be a collection of ongoing learning.

# data[].attributes.body
I used to think formative assessment was just the end of unit assessment or any written test.
Now I know that formative assessment is on going throughout the lesson.

# data[].attributes.headline
I used to think...formative assessment was an assessment on what they did and how they performed.  But know it they are part of the assessment and goal setting. 

# data[].attributes.subject
I used to think...formative assessment was an assessment on what they did and how they performed.  But know it they are part of the assessment and goal setting. 

# data[].attributes.body
that formative assessment was a way to determine if students understood the concepts... Now I think that formative assessments is about getting students engaged and involved in their own learning.

# data[].attributes.body
formative assessment was a snap shot of what my students knew at the time. Now I am able to create lessons for my students and get them to actively engage in the learning process.

# data[].attributes.headline
I thought that formative assessment was something only the teacher did. Now I think its a collaborative process with the students.

# data[].attributes.subject
I thought that formative assessment was something only the teacher did. Now I think its a collaborative process with the students.

# data[].attributes.body
formative assessment was about gauging where students were at that moment in time. Now I think it is more about the students and them being an active participant in their learning by setting goals and interacting.

# data[].attributes.body
Formative Assessment was about how we adjust our teaching using intermittent closures and quantitative data, now I am understanding it is more about the student learning and how we gather information to support their learning.

# data[].attributes.body
that formative assessment was to give teachers information about where students are in their learning.
Now I think that formative assessment is just as useful to students and helps them understand their learning needs, progress, and goals.

# data[].attributes.body
formative assessment was mostly collecting data for future use.
Now I think formative assessment can impact instruction instantly and make lessons more meaningful for students.

# data[].attributes.body
formative assessment was mostly collecting data for future lessons.
Now I think formative assessment can impact instruction instantly and make lessons more meaningful for students.

# data[].attributes.body
Formative assessment was just an end of the unit/lesson activity to gauge learning. Now I think that formative assessment is an ongoing tool to evaluate learning that has to be adjusted and planned for and anticipated.

# data[].attributes.headline
I used to think that formative assessments were like summative assessments that you gave at the end of a lesson or a unit. Now I realize that formative assessments happen throughout the lesson so that the evidence collected can drive present and future instruction.

# data[].attributes.subject
I used to think that formative assessments were like summative assessments that you gave at the end of a lesson or a unit. Now I realize that formative assessments happen throughout the lesson so that the evidence collected can drive present and future instruction.

# data[].attributes.body
- S. Vlasich

# data[].attributes.body
that formative assessment consisted only of quizzes. There is so much more a teacher can realize the status of the students through various techniques and at the same time creating a deeper learning experience.
Lisa Watson

# data[].attributes.body
I used to think that formative assessment was basically a quick writing sample or math problems that checked for understanding that are graded and then you reteach what a student did not understand.

# data[].attributes.body
I used to think that formative assessment was something that was just done a few times during a lesson...once or twice...Now, I realize that a lot more components of a lesson can be used for the purpose of formative assessment and that it has to be planned for in order to be the most effective.
Kristi G.

# data[].attributes.body
I use to think formative assessment was just collecting the information i now i think it;s one part of formative assessment and implementing this practice well is also paying attention to what a teacher does with the assessment data they are gathering "live"

# data[].attributes.body
Hendricks-- Feedback reflection

# data[].attributes.body
Jasmine Muniz

# data[].attributes.body
I used to think feedback had to be merely encouraging. Now I know it needs to be both encouraging and specific to the task.

# data[].attributes.headline
I used to think of formative assessment was for the teacher only to use.  Now I realize student's can use it to help with their learning strategies. 

# data[].attributes.subject
I used to think of formative assessment was for the teacher only to use.  Now I realize student's can use it to help with their learning strategies. 

# data[].attributes.body
Valerie G.

# data[].attributes.body
I used to think that peer feedback was good but not necessary but now I realize that it is just as important as teacher feedback.

# data[].attributes.body
I used to think formative assessment was something to help me adjust me lessons between classes and spot checks to check for understanding. Now I think that it's more something for me to use to adjust the course of a lesson in session and its definitely more than just spot checking. there is much more variety than asking a random student to answer a question.

# data[].attributes.body
I used to think formative assessment was something to help me adjust my teaching between lessons. Now I think that it's something to help me adjust my teaching during the lesson

# data[].attributes.body
I used to think that formative assessment was an event, now I think that it is an ongoing process anchored by learning goals and success criteria.

# data[].attributes.headline
I used to think that feedback just comes more natural to some teachers. Now I know that it is intentional and specific.

# data[].attributes.subject
I used to think that feedback just comes more natural to some teachers. Now I know that it is intentional and specific.

# data[].attributes.headline
I used to think that feedback needed to be done at the end of the lesson, no I think that it should be done with intention and effectively.

# data[].attributes.subject
I used to think that feedback needed to be done at the end of the lesson, no I think that it should be done with intention and effectively.

# data[].attributes.body
Michelle C.

# data[].attributes.body
I used to think that formative assessment was going to take so much extra time, not I think that it is manageable and can be done quickly .
Michelle C.

# data[].attributes.body
I used to think that feedback was given occasionally but now I know that feedback should be consistent and often and intentionally build into my lessons.
Lorie Z.

# data[].attributes.headline
I used to think Formative Assessment was a quarterly benchmark test, now I know that it is a continuum of planning, questioning, gathering evidence, and giving meaningful feedback for true learning to occur. 

# data[].attributes.subject
I used to think Formative Assessment was a quarterly benchmark test, now I know that it is a continuum of planning, questioning, gathering evidence, and giving meaningful feedback for true learning to occur. 

# data[].attributes.headline
I used to think I was doing formative assessment occassionally and that it was okay to only do it once in awhile. Now I think I need to do it every day and in a more effective way. And, that I need to use it to plan my lessons instead of just as something to do.

# data[].attributes.subject
I used to think I was doing formative assessment occassionally and that it was okay to only do it once in awhile. Now I think I need to do it every day and in a more effective way. And, that I need to use it to plan my lessons instead of just as something to do.

# data[].attributes.body
Katie Nash

# data[].attributes.headline
I used to think that feedback was provided as needed, now I know that opportunities for feedback should be intentionally built into lessons.

# data[].attributes.subject
I used to think that feedback was provided as needed, now I know that opportunities for feedback should be intentionally built into lessons.

# data[].attributes.headline
I used to think that providing feedback to the students was beneficial to their learning,  now I think that providing feedback to the students from their peers and their self reflection feedback promotes thinking and support students to take the next steps in their learning. Francisca A. Enriquez-Walton

# data[].attributes.subject
I used to think that providing feedback to the students was beneficial to their learning,  now I think that providing feedback to the students from their peers and their self reflection feedback promotes thinking and support students to take the next steps in their learning. Francisca A. Enriquez-Walton

# data[].attributes.headline
I used to think formative assessment was something that was done :on the fly".  Now I know that formative assessment needs to be planned into a lesson and used on a daily basis.

# data[].attributes.subject
I used to think formative assessment was something that was done :on the fly".  Now I know that formative assessment needs to be planned into a lesson and used on a daily basis.

# data[].attributes.body
Sarah Babiars

# data[].attributes.body
Michelle Parces

# data[].attributes.headline
I used to think Formative Assessment couldn’t be used with 1st
graders because they were too young and wouldn’t understand it.  Now I know that these children, young though
they may be, can learn from one another as much as they learn from me.  I do not need to be the EXPERT, I can
collaborate and share with my students and we can all learn together and from
one another.  –Allison Ujihara

# data[].attributes.subject
I used to think Formative Assessment couldn’t be used with 1st
graders because they were too young and wouldn’t understand it.  Now I know that these children, young though
they may be, can learn from one another as much as they learn from me.  I do not need to be the EXPERT, I can
collaborate and share with my students and we can all learn together and from
one another.  –Allison Ujihara

# data[].attributes.body
I used to think...
that planning for questioning was essential.

Now that has been confirmed.  I now see that not only is planning for questioning essential, but planning for contigencies is also important.
D Roche

# data[].attributes.body
that formative assessment was something I did in my classroom alone.  Now I know it is something I can share and do with my fellow teachers and students!
Jennifer J.

# data[].attributes.body
Annabel R-Traverso

# data[].attributes.body
questioning was critical.
Now I think....
Intentional planning of possible questions is critical.
Suzi M.

# data[].attributes.body
I used to think formative assessment was done at random spots throughout the lesson, now I know that it is a deliberate practice.

Amanda W.

# data[].attributes.body
that formative assessment is best utilized in a uniform and specific way.

Now I know that formative assessments come in many shapes and sizes and is important at all points in the learning process.

Zach

# data[].attributes.headline
I used to think that positive feedback was always a good thing.  Now I  understand how my feedback needs to less about the student and more about what they have shown in their work

# data[].attributes.subject
I used to think that positive feedback was always a good thing.  Now I  understand how my feedback needs to less about the student and more about what they have shown in their work

# data[].attributes.headline
I used to think that formative assessment was something done sparingly and summative assessment was what was important.  Now I think that formative assessment is the key to student learning and must be strategically planned within units to understand where my students are.

# data[].attributes.subject
I used to think that formative assessment was something done sparingly and summative assessment was what was important.  Now I think that formative assessment is the key to student learning and must be strategically planned within units to understand where my students are.

# data[].attributes.body
I used to think...
that outlining our objectives was what students needed to in order to understand what they were expected to know. Now, I understand that they need more specific information.
Kristina Y.

# data[].attributes.body
formative assessment was done at the end of a lesson.
NOW I think...formative assessment should be happening all the time.

# data[].attributes.headline
I used to think formative assessment was just a quiz given a the end of the week. NOW I know that formative assessment is a learning process.

# data[].attributes.subject
I used to think formative assessment was just a quiz given a the end of the week. NOW I know that formative assessment is a learning process.

# data[].attributes.body
E.I.

# data[].attributes.body
that I only had to assess in the beginning, middle, and end of a unit. Now I know that I have to assess constantly throughout a lesson.
Jennifer

# data[].attributes.body
that saying "good job" was giving feedback to a student.
Now I think that it is more helpful to give specific feedback about how they can continue to improve.
Amy

# data[].attributes.body
that posting the Learning Objective was enough for the students to "get there."
NOW I THINK that I need to give them the Success Criteria to really "get there."
Ana D.

# data[].attributes.body
that assessments had to happen at a certain time in a lesson, now I realize that formative assessments are vital throughout the entire learning of a standard in order to move forward effectively.

# data[].attributes.body
feedback can be always given at the end with a praise or a short phrase in how to get better.

Now I think that feedback should be more detailed in order for students to want to take charge of their education and understanding.

Jen

# data[].attributes.body
I used to think that feedback would be something that was not as specific to the learning goal, just a smile good job.
Now I think of feedback being related to the learning goal and not the student.

Melissa W.

# data[].attributes.headline
I used to think...That success criteria was meant to be taught by the teacher for proficiency. But now I think...That goals/criteria are defined as a class and met together, while the teacher uses crucial feedback in all moments to make sure any gaps are being closed. Also, that the teacher fosters critical thinking skills. - Amber R. 

# data[].attributes.subject
I used to think...That success criteria was meant to be taught by the teacher for proficiency. But now I think...That goals/criteria are defined as a class and met together, while the teacher uses crucial feedback in all moments to make sure any gaps are being closed. Also, that the teacher fosters critical thinking skills. - Amber R. 

# data[].attributes.body
Lucinda Gurgoze

# data[].attributes.body
formative assessment was something extra that had to be added to a lesson or another "quiz" to give to determine how well students were learning, BUT NOW I KNOW that formative assessment is an underlying part of the lesson, strategically and purposefully related to how I interact with my students and how my students interact with their learning.

Cynthia S.

# data[].attributes.body
that lesson plans were written to be adhered to and followed without much veering off course.  I now know that FA helps us monitor and adjust as we proceed through a lesson - and during a lesson.  I now know one of the most important parts of a lesson plan is to be prepared for the anticipated pitfalls and misconceptions (and to adjust to Plan B or even Plan C).