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- NOT a test
- NOT an "add" on curriculum
- If you make changes for next year; that is great, but has to have immediate changes with current students
-We make formative assessments constantly throughout our day
-Motivation- not just rewards

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5 Take-aways about Formative Assessment (Cat)

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5 Take-aways about Formative Assessment (Cat)

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• Formative assessment helps us to bring focus to student learning, while at the same time creating opportunities for us to reflect and fine-tune our teaching practices.
• Although not specifically mentioned in the reading, I think collective teacher efficacy, the collective belief of teachers in their ability to positively affect students, is a foundational building block in our professional learning community as we delve into common formative assessment.
• The Teacher and Student "Look Fors" illustrate the partnership teachers and students share in the formative assessment process - informing the learners and fine-tuning our instruction.
• "Feedback that Feeds Forward" - providing students with specific next-step strategies!
• Teacher-student partnerships around formative assessment demystifies learning goals and clarifies the path to reach the goals.

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1. Partnership between student and teacher SHOULD be close to a 50-50 interaction, but am struggling with that. I am usually the one to dominate the talking, but have been trying to push back more and more on the kids for their engagement, involvement.
2. Teachers should not be the conduits for fostering motivation for students, but making the students feel safe and comfortable to let students motivate themselves.
3. Students should 'appear confident, engaged, and motivated to learn. That is a little confusing--if students aren't confident should we want them to fake it? Maybe I'm hyper-analyzing.
4. The formative assessment process seems to be plan-intensive so it could be hard to not get burnt-out from the process on a day-to-day scale.
5. I would like to have my students engage in more self-assessing throughout the weeks.

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1. Formative Assessments are not found in a program or something that we add into our schedule - or they shouldn't be. They can be found in conversations between students, clarifying questions, and by constantly seeking input from how students are feeling about their progress. They guide the learning in the moment.
2. Motivation should come from within. Making it visible that student needs are what guides my instruction can help get the buy in that we need for there to be true engagement.
3. Learning goals/targets/outcomes, which ever word works best for you, should be shared with students.
4. Feedback needs to be clear and timely.
5. I do want to be a classroom that assessing minute by minute, subject by subject, student by student...
Sarah

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1. It's not a test!!  No time for more "tests".
2. Not something I give or do TO students, its something we do together = a partnership.
3.  It is a philosophy, a way of teaching, not testing.  The word Assessment is probably the main reason for confusion.
4. Used to inform the learning of the CURRENT students, not used to make it better for next year's students.
5. Motivation is Key. Getting students to be motivated about their learning is the tricky part of being a classroom teacher.

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Students can recognize when they are learning and when they are not!

Students can set learning goals

Students can self-assess

Students can ask questions

Students can self-engage

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My big takeaways are:
1) Formative assessments are like road signs to steer your lesson or focus in order to meet your students needs now.

2) Remembering to use self-reflection and self-assessment as ways for students to gain motivation in their learning. Treats or physical rewards just aren't sustainable in the long-term aspect for learning.

3) Motivation can be encouraged with proper feedback, self-reflection, and student involvement over their learning.

4) The 4 major focuses to generate motivation.

5) The chart on ways to recognize formative assessment in you lessons and processes.

-J. I.

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Formative assessment is about gathering information to determine students' thought processes, skills and understanding. It may happen during the learning activity. It is a process with teacher and student to help improve achievement and understanding, and should be connected to the learning goals. Teachers can formulate questions during learning activities and afterward to help direct students toward understanding and achievement.

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Teachers can develop motivation among learners

Intrinsic motivation and Life-long Learning go together

Formative Assessment can create a cycle of motivation and ownership of learning

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"[F]ormative assessment fundamentally changes the quality and quantity of teacher-student interactions. And every day, throughout the day...focuses squarely on student achievement."

"Formative assessment is an intentional learning process teachers engage in with their students to gather information during the learning process to improve achievement."

Formative assessment "must be used to inform the learning of current students."

Four Important Components of motivation to learn: self-efficacy, self-regulation, self-assessment, self-attribution

Formative assessment is a process. It will take time to grow and develop.

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Teaching and learning to INFORM learning

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Formative Assessment is NOT a test

With & During - reflection on learning for adjustments as needed

Learning partnership