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Why do we give students standardized exams when they adversely affect students?

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How do we involve parents in the assessment?

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Should require students to produce rather than select a response.

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Our system is "artificially stratified" based on the outcomes of summative assessment, therefore, formative assessments are used less because they aren't part of the system for artificially stratifying!!

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Page 3 "In its purest form formative tests are not graded...conclude that Most teachers do not know how to engage in such assessment." What if administration requires 80% summative and 20% formative as a grading policy?

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deals with both student learning and effective /reflective teaching

Don't forget about the students.

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"Students resent over-assessment which is often occurs across their because course because each subject teacher believes his/her workload is reasonable"~ When we got a new reading program they wanted it to be done with fidelity. We were giving three reading tests every Friday. Kids started to be absent on Friday's.

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Did we ever mention them? Part of why we assess is to communicate with and involve parents.

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"Assessment should not merely be done to students; rather, it should also be done for students, to guide and enhance their learning."
Our responses to the question about why we assess were teacher-oriented, not student-oriented.

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"Formative assessment is particularly effective for students who have not done well in school, thus narrowing the gap between low and high achievers while raising overall achievement."

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"It is incumbent upon educators to minimize any adverse effects such  assessment might have on their students."

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This quote I feel summarizes what we have on our posters, but also considers the missing element: the Ss.

"Assessment should be more than merely a test at the end of instruction... rather it should be an integral part of instruction that informs and guides teachers... Assessment should not merely be done to students; rather it should be done for students, to guide their learning" (2)

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Diagnostic and formative assessment are separate and distinct. "Where am I now and How do I get where I'm going?" reflects diagnostic aspects of the STAR test we use at school.

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Page 2: "as a component of formative assessment." This is what could have lead to confusion over what constitutes a diagnostic assessment in the activity.

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The principles that guide good assessment on the first page are all about students - knowing where they are going, knowing where they are now, knowing how to get to the next step, knowing if they are on the right track....

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Great analogy. Tasting the soup as formative and the finished product as summative. If the soup tastes bad, you were not successful.

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How would the students do if the assessment were to be graded by another teacher?

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Being able to provide students a variety of choices in regards to authentic summative assessments is something we should try to work towards

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Assessment "quantity" should be the MINIMUM amount necessary to ensure a valid result. Too much assessment is stressful for students and teachers.

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"most teachers do not know well how to engage in such assessment"

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Assessment requires attention to outcomes but also and equally to the experiences that lead to those outcomes