# data[].attributes.body
Something a teacher could design to hit the skills and the needs of their population. Kids can say “I got to this right answer because I followed these steps.” -Math Teacher Mook.  Identify common mistakes, especially ones that group together. It is not just about finding the right answer, it is about gaining understanding of the process.

# data[].attributes.body
1. Hand signal 1-5-whole class assessment.  Rate your understanding on a scale of 1 to 5.  1 being little understanding, 5 being mastery.

2. Brainstorming- before starting a new topic. Gauging prior knowledge

3. Exit Tickets- used at the end of lesson.  Ask an essential question.  They are quick.

4. Think-Pair-Share. Assign a question, have students think through the questions.  Then pair students up, have them share their answers.  Share-students are called upon to share their answers with the class, and corrections are made

5. Individual whiteboards- students write their answers on their individual whiteboard and assessment can be done in real time.

# data[].attributes.body
Walking around with a purpose and specifically looking for students motivates students to perform better; it makes the learning relevant. Students see we care through this when we are adjusting work for them at their individual levels and increases student's skills and abilities.

# data[].attributes.body
Real time data allows for adjustment-
Morning surveys reveal student knowledge, providing evidence of what they know. Next you can differentiate instruction for groups or individuals. It also gives students feedback on their knowledge in real time, as compared to receiving graded homework back a day or week later.

# data[].attributes.body
3-2-1:
3 areas of strength
2 areas for improvement
1 question

Self-assessment and peer assessments are useful skills to familiarize students with early. This prepares them for later in life enabling students to ask for help and accept criticism.

# data[].attributes.body
Hand Signal 1-5:
Rate understanding using your fingers (1=lost, 5=mastery)

Brainstorming (also a problem-solving strategy)
Use before introducing topic to see what students already know

Exit Tickets
1. Ask essential question about lessons
2. 2-3 minutes to respond
3. Submit to teacher at end of course
(Best used before assessing a lesson's overall objective or goal)

Think-Pair-Share
1. Give question and think time
2. Pair students (teacher choice best- students compare thoughts and answers)
3. Now ask students to share with the class.

Individual Whiteboards
1. Give out whiteboards
2. Ask short questions students can respond to
3. Note student mistakes and explain/give corrections.

# data[].attributes.body
Tasks should mirror the activities of a professional. Using class time for student work allows for increased time working with objectives and student understanding.

# data[].attributes.body
Card game where students are dealt cards with terms and must create a narrative around their terms.
1. Produce a product (students create something as the end result)
2. Question Students (design probing questions to push students during the game; more big-picture)
3. Track moves (what did students do during game play to see their decision-making process.)

# data[].attributes.body
I think I do this anyway, but I can certainly
fine tune it to make it even better

# data[].attributes.body
While Mr. Mook is a math teacher and I will be teaching history, there are many similarities to the assessments we can use. It may not be the same content but the idea of reusing the student data gathered in other assessments allows for a better relevancy in future assessments.

# data[].attributes.body
Games being used as assessments are a great way of not only assessing but making the students not feel like it is a formal test like assessment. Students often feel much more comfortable and can build better relationships with both the teacher and fellow students by playing these games.

# data[].attributes.body
When using a smaller data cycle, it is important for the teacher to have an idea of the student's understanding prior to them completing interim and summative assessments. In this technique, teachers provide students with do nows, exit tickets, and checks for understandings and adjust the lesson, as necessary, based upon the answers and skills mastered by students. This allows for the teacher to re-teach and/or pull small groups for additional assistance. Finally, this technique ensures that students can master the exit ticket and allows students to work at their own pace on each assignment.

# data[].attributes.body
As an educator, it is important to get data that comes directly from your students that can be reused in your classroom. Mr. Mook, the teacher in the video, spoke highly about taking student data and reusing it in class to ensure that they don't make a similar mistake again. Additionally, we can make the lesson relevant by allowing for student's to complete the work. Although student's may not be fully able to complete the task appropriately, for the real-world context, it is important that students are working on an authentic task that could show them how the concepts that they are learning could happen in the real world. Ultimately, this will allow for students to pick up the cognitive load and allow for the teacher to facilitate the learning.

# data[].attributes.body
1. Surveys - Allow the teacher real-time feedback into what their students need.
2. PLP tool - Allows students to track their progress.

# data[].attributes.body
1. Questioning students during game play can help you evaluate their thinking.
2. Students often don't realize they are being evaluated.
3. After the game, have students write a strategy guide. This will allow you to evaluate their critical thinking.

# data[].attributes.body
It is essential to create assessments relevant and authentic by making connections to students' lives and experiences. I really like the idea from the video of using student mistakes as learning experiences. Students remediating a misconception or mistake will help them to deeply understand the content.

# data[].attributes.body
To keep assessments relevant, the thing that stuck out most to me was not focusing on getting the right answer but the how you arrived at that right answer. Memorization of formulas is the "easy" way out, but showing why the formulas work and how it applies in real situations, such as the slope of stairs in the video, helps make things more relatable and stick in students' minds.
Dennis Elliott

# data[].attributes.body
In my CE's classroom, we do a lot of informal assessment by making knowledge checks into team competitions. The students sit in table groups and compete for points each class period. We are able to encourage participation by using games. I would like to try using structured "games" in the classroom as well so that students have more control in the process.

# data[].attributes.body
Real-Time assessment requires a continual assessment of students along with a differentiation of students skills and knowledge. It requires a developed curriculum that provides different paths for learning depending on how prepared the students are. It seems like a very challenging piece to implement requiring a great deal of preparation but if successfully implemented, it would help to alleviate some of the biggest challenges in student engagement - boredom and frustration at being confused.
Dennis Elliott

# data[].attributes.body
Georgia
This is a requirement at the stage of our school's teacher action steps to the road to proficiency. Teachers must aggressively monitor students while they are completing activities on their own and even while engaging students in a lesson. This is to ensure that students' needs are met and confusion is caught early. Support is given as needed because of the large classrooms

# data[].attributes.body
Georgia
My students know the content they will learn each week and they have access to it. Students can review the daily lessons and be prepared or come with their questions. Most times students like to collaborate and at the end someone wants to teach the class. This showed me that most of the students want to be able to compare notes and work and then verbally demonstrate what they know. I noticed that my students do not want to be lectured, they prefer activities that would let them move around the classroom

# data[].attributes.body
Georgia
This is difficult for me to do in class with the pacing calendar I have to follow. There is not much time available for exploring this option. However, before every summative assessment, district test or Map test I have been able to let students journalize what their goals are, how they are going to get there and what aspects of the topics do I need to work on. After the summatives, Students get to review their work and make complete a critique of their work and make corrections

# data[].attributes.body
Georgia
Typically I use informal formative assessments after each lesson to check if students had grasp the concept for the day or met their learning goal for the day.  Formal Assessments are given such as mid-unit quizzes but for each formal assessement given, I provide an informal one for students to showcase their understanding. Typically the questions are the same but more open ended.

# data[].attributes.body
Georgia
When the assessment focuses on the learning targets or objects, ti is easier to use the data gathered to see if students have met mastery and how to combat of they did not meet mastery. Trying to cover too many skills or increasing the rigor just to see how much students can transfer will be counterproductive. This is because students can be overwhelmed and their focus pulled away from the essential targets

# data[].attributes.body
Georgia
I have used many gaming platforms such as Kahoots, Quizizz or Blooket to give reviews and checking for knowlege quizzes. The students seem more relaxed this way and competitive. Kids typically focus on the game and not their accuracy unless I make it a class or individual prize where accuracy must be at a certain percent to receive an incentive. I like to give students a chance to use Prodigy as accuracy is important to win the game. Facts and key information can be reviewed this way

# data[].attributes.body
I am always looking for ways to have my students feel empowered in their learning, so I enjoyed learning a little about self-assessment in the classroom. I want to incorporate this more with my students this semester. I especially like the goal setting and tracking portion as well as peer feedback. I think these would help students in every class as well as life after school, regardless of their chosen field. - Megan Molo

# data[].attributes.body
I never thought of brainstorming as a formative assessment, but I do this a lot with my students. I like to do it before we start a new topic because often they have background knowledge and it allows us to address misconceptions early on. I also like to do this for connecting topics together. -Megan Molo

# data[].attributes.body
Assessment should be collected not just on if a student got the right answer, but if they have the skills to help get them there. It is important to teach students the process and identify, via assessment, if they know the steps. A good way to do this is to identify common mistakes. Have students assess work and make corrections while offering explanations as to the "why".

Authentic teaching means connecting material to the real world. Students will be more engaged if they the material is more relatable-- it gives them a "why" this is important to learn context.

# data[].attributes.headline
Formative Assessment- why and when to use.

# data[].attributes.subject
Formative Assessment- why and when to use.

# data[].attributes.body
Skilled teachers know when to stop and re-teach instead of simply moving on.  Formative assessment is used to help make that decision. Formative assessment needs to be a continuous process throughout the teaching lessons, not just at the end. A skilled teacher teaches and assess, on repeat.

Five Examples on how to formatively assess students understanding:

1. Hand signal: 1-5 (lost, vague. middle, good, mastered). Great whole-class assessment tool.

2. Brainstorming- often used at the beginning of a new topic to gauge what students already know; informs future lesson plans.

3. Exit Tickets- ask a question relating to the lesson objective or goals. Have students spend 2-3 minutes (needs to be quick) crafting a  response. Turn in paper.

4. Think-Pair-Share: ask students a question and give appropriate time to think. Have them turn to a partner and discuss and compare answers. Have students share ideas to whole class. The teacher corrects mistakes so that all can hear.

5. Individual White Boards: best way to simultaneously assess and re-teach.

# data[].attributes.headline
Exit tickets are viable means for realizing the Gradual Release of Responsibility's (GRRs) teaching and learning model goal for students to assume accountability for their own learning. Requiring students to articulate their perceived learning outcomes reinforces writing across curricula, and gives vital data teachers can use to assess students' relevant content and skills mastery. This data is vital for teachers' subsequent instructional planning per students' unique learning achievements and continuing needs. - Alex Bass

# data[].attributes.subject
Exit tickets are viable means for realizing the Gradual Release of Responsibility's (GRRs) teaching and learning model goal for students to assume accountability for their own learning. Requiring students to articulate their perceived learning outcomes reinforces writing across curricula, and gives vital data teachers can use to assess students' relevant content and skills mastery. This data is vital for teachers' subsequent instructional planning per students' unique learning achievements and continuing needs. - Alex Bass

# data[].attributes.headline
The processes are as (if not more) important than the products. Students' understandings of "how" they pursued and achieved outcomes/solutions are imperative to optimizing students' real life/world applications of traditional classroom-based content and skills learning endeavors. - Alex Bass

# data[].attributes.subject
The processes are as (if not more) important than the products. Students' understandings of "how" they pursued and achieved outcomes/solutions are imperative to optimizing students' real life/world applications of traditional classroom-based content and skills learning endeavors. - Alex Bass

# data[].attributes.headline
This idea is one that my mentor said was the hardest to learn.

# data[].attributes.subject
This idea is one that my mentor said was the hardest to learn.

# data[].attributes.body
My mentor does this activity when students are working. I never quite got it other than getting students to stay in task. However, now looking at the knowledge behind it, it makes sense to why she does it and how it is effective for students. It places accountability on them. -Alexis Porter

# data[].attributes.headline
I like how games are used in their learning. 

# data[].attributes.subject
I like how games are used in their learning. 

# data[].attributes.body
When the students use the games, you see the light bulbs. My students would show more engagement using this ability. Plus, having them build their own from the experience could let me connect with them more on things they like and don't like. -Alexis Porter

# data[].attributes.body
This video stood out to me because middle schoolers oftentimes are overwhelmed with the idea of assessment. Using games for classroom assessment continues this idea that assessment is everywhere and can give the teacher an idea of what the students know in a direct way without the stress and anxiety that comes with what we think of when we think of assessment. - Katelyn Orzechowski

# data[].attributes.body
I connected to this one because working with middle schoolers whenever they hear assessment, immediately they roll their eyes and begin dreading it. This video reminded me that assessment can be more than what they expect and it is constantly happening. I really liked the idea of having students self assess and getting them involved in the goal setting process so the students feel more invested in their learning and begin to see assessment as a tool in learning. - Katelyn Orzechowski

# data[].attributes.body
I think that this method is also very important because it bases on self reflection and peer assessment. Self reflection shows that a student is able to consider what they learned and identify where they can improve their work. And peer assessment is not only beneficial to the student assessed, but the students who are doing the assessing. They can also gain new ideas from evaluating their peers' work. This method mutually benefits each student in the class because they learn to evaluate and improve themselves.

# data[].attributes.body
I feel like using games for classroom assessment is one of the most effective methods. This is because the students will be engaged in the game or activity and because of this, they are more likely to give their best. Teachers can assess their growth or understanding by analyzing the moves they made while participating in these games.

# data[].attributes.headline
Keeping Assessment relevant and authentic

# data[].attributes.subject
Keeping Assessment relevant and authentic

# data[].attributes.body
Something that stuck out to me was how the teacher used incorrect answers to show students how they could arrive at the correct answer. He had them pick apart the logic error to find out how the understanding went off track. I would like to use this strategy, since history combines different perspectives, and I would not want to narrow the classes perspective. I do want to try and make my future assessments much more authentic. - Sam Kemmerly

# data[].attributes.body
Games can provide student an outlet for their own critical thinking where they can apply their own skills. I think by having students change a rule in a game would further engage the students. By having them changing the rule they have to use critical thinking and content knowledge gauge what they are making the purpose of the game. I think I would the Mod a Game strategy more often in the class. After students play the game and make a mod, I could transition a rule that I like or agree with into the next class and see how they build on it. I just wish I had some games that I could think of for my class. - Sam K.

# data[].attributes.body
I really appreciate the thoughtfulness of using mistakes to assess student understanding. When students are put into a position of having to prove why something works or doesn't work they must apply the key concepts they have been learning to the problem at hand. This gives them an exciting opportunity to feel empowered by their understanding and apply that to problem solving.

Jess Lovins

# data[].attributes.body
When students utilize games for assessment they are able to identify what misconceptions they had about a topic in real time and immediately problem solve to correct their misunderstandings. This also allows teachers to see what trends are present in student's understandings. When students track their progress through the game they are literally able to track how they built deeper understandings of topics in real time.

Jess Lovins

# data[].attributes.body
We have all been in a classroom where we feel that testing/assessment is solely for grading purposes.  There is nothing more infuriating than questioning WHY you have to complete an assessment.  The importance behind relevance and authenticity in assessment is essential.  If students feel that what they are doing has a purpose and is beneficial (outside of their grade in a course) they give it more - which in turn gives us as the educators so much more to provide feedback on, grow, etc.

MMW

# data[].attributes.headline
Keeping assessment relevant & authentic 

# data[].attributes.subject
Keeping assessment relevant & authentic 

# data[].attributes.body
Authentic assessments help students learn from their mistakes which is one way that students learn best. They can look at what they did wrong and see exactly where they made a mistake and then fix it. I like how this allows students to approach problems in a different way to challenge them. - Kelly

# data[].attributes.body
I think using games for assessment is a great way to get feedback from students and also have them take control of their learning. I think using games as assessments is also great because the students are having a good time and not realizing that they are learning in the process. I use Blookit in my class and they enjoy playing it. - Kelly G.

# data[].attributes.body
We love games in English I and II!  I find they benefit my students who are less likely to pick up a stack of index cards to study.  High Schoolers love competition - this gets everyone involved.  Using apps like Kahoot, you can even collect data that gives full class stats and individual data.  Using this automatically collected data has been a life saver - especially if you are sometimes disorganized (like myself).

MMW

# data[].attributes.headline
Empower Students to Own the Assessment Process

# data[].attributes.subject
Empower Students to Own the Assessment Process

# data[].attributes.body
The video stressed the importance of self-assessment because it leads to self-improvement. Being able to ask questions, evaluate your performance, and seeking help helps guide us to mastery. Assessment lets us find out what we know, what we do not know, and the next steps to take. This will allow us to master a skill by knowing where to improve. A diagnostic tool students can students can use are checklists. Students can use a checklist before, during, and after a specific task. This will allow students to take charge of their learning and look back and reflect on what they have learned.
A.A.

# data[].attributes.body
The video expresses how formative assessments should be integrated into the daily lesson. Teach, assess, teach, assess, teach, assess and so on. I have been using the thumbs up, sideways, or down method throughout my lesson to check for student understanding.  Another assessment example is using hand signals on a scale of 1-5 to indicate their understanding. Brainstorming is an useful method to find out students prior knowledge on a topic. Exit Tickets take place after the lesson, I have used this method a couple times this semester. Think-Pair-Share is an example that lets students think to themselves and discuss with another classmate about their thoughts and answers. Individual Whiteboards is the last example that has students respond to the question by writing on their whiteboard and the teacher can assess the whole- class.
A.A.

# data[].attributes.body
When teachers are monitoring aggressively, they are looking at students' work for something specific to see if the students understand. This monitoring can be done to help adjust instruction. A comment in the video that stood out to me is that waiting until the Exit Ticket is delaying data too long. Teachers should be continually gathering data on their students' understanding throughout the lesson.

# data[].attributes.body
Formative assessment is an ongoing process throughout every lesson. Teachers use formative assessment to help decide if they should stop to reteach, or if the class is ready to move forward. This process is a cycle that moves between "teach" and "assess" continually.

# data[].attributes.headline
Empowering Students to Own the Assessment Process

# data[].attributes.subject
Empowering Students to Own the Assessment Process

# data[].attributes.body
Self-assessment is an important part of self-improvement. It involves asking questions, seeking help, evaluating your own work, and looking for new perspectives. To master a skill, one must think about what they do and don't know and what next steps are. Applying this mindset in the classroom and encouraging students to constantly self-assess can raise confidence and develop critical thinking skills in terms of checking their own work. Giving surveys can help the teacher understand where students are in their learning process.
-Megan Bullock

# data[].attributes.headline
Keeping Assessment Relevant & "Authentic"

# data[].attributes.subject
Keeping Assessment Relevant & "Authentic"

# data[].attributes.body
Assessment should check student understanding beyond just them knowing the right answer. They should know why it's the answer and the steps to get there. It is also helpful to use a student's mistake as an example so they can catch themselves before they make the same mistake. Good examples and bad examples are both equally helpful in the classroom.
-Megan Bullock

# data[].attributes.body
This video really embodies what I believe teachers should be doing in the classroom. I've never looked at it through the lens of assessment, but I do think that designing tasks that help students develop critical thinking and engage with real life scenarios/problems is going to develop them into strong learners. This is not a discipline specific skill, but by having the assessment design constantly geared towards measuring the big picture view of a problem/process, it will help students bring in their outside knowledge and build a strong critical thinking 'filter' to run information through. - Brock W.

# data[].attributes.body
I think the biggest thing I got from this video was the idea of integrating "teach, assess, teach, assess" into a daily lesson. Beyond figuring out the general pacing of a lesson, one of my biggest struggles is figuring out how many students have soaked up the information that I'm sharing in my lesson. By designing stopping points in my lesson to see if the material has been absorbed or gone over students' heads, I will be able to know whether to circle back or move on. The informal formative assessments of the 5 fingers of understanding is a quick way to assess in the moment that I plan on using going forward. -Brock W.

# data[].attributes.body
I already monitor very closely, but when I work with students one-on-one, I usually address misconceptions with the individual or small group. I have only maybe addressed the entire class once or twice when I noticed a common misconception. I need to make a more concentrated effort to adjust my instruction in the moment to my students' needs.

# data[].attributes.body
By using games for classroom assessments, students may not even know they are being assessed. This would be a great way to lessen anxiety about academic performance and allow all students to be successful. This helps to remove pressure! One way that I use games is to help students learn their vocabulary words. As they are competitive and love playing against each other, they seem to be learning the words at a quick speed. Obviously, I will have to move forward with having students actually use these words in their writing or speaking, but Blooket is a great first step! It could be beneficial to find more ways to incorporate games and other low-stake, fun learning experiences.

# data[].attributes.headline
Keeping Assessment Relevant & Authentic- Andrea L.

# data[].attributes.subject
Keeping Assessment Relevant & Authentic- Andrea L.

# data[].attributes.body
I learned that assessments primary focus/goal should not be grade driven but to figure out common student errors. I like the idea of giving students incorrect answers and allowing for them to evaluate what went wrong and correct them as forms of assessments. Also learning to apply real life examples of concepts students have learned about.

# data[].attributes.headline
Using Games for Classroom Assessment- Andrea L.

# data[].attributes.subject
Using Games for Classroom Assessment- Andrea L.

# data[].attributes.body
I learned that using either digital games or hands on games can be useful in assessing students. Often times students are into the game and don't even realize they are being assessed. I like the idea of after the students complete the game you can have them make a strategy guide for other students to be able to be successful.

# data[].attributes.body
In the video, I learned a whole new understanding of how I can teach students through assessments. I loved the way that the math teacher had the students find the error in the problem. This type of work allows the students to comprehend the process of the concept. Krista romaine

# data[].attributes.body
In the video I leanred that formative assessments can teach teachers whether or not they should change the teaching style. I learned about a formative assessment called 1-5. this assessment. the teacher would use the fingers to determine how well the students understand the concepts. I enjoyed getting a better understanding of what think pair share is, and will use it in my classroom.- krista romaine

# data[].attributes.body
I love this concept for differentiation. I already aggressively monitor my students during independent work but I love how they have a "do now" at the beginning of class and an exit ticket at the end. I also find it interesting that they have some students not needing instruction and can go straight to independent work. I have a mix of all abilities in my classes and this would be a great way for me to do small groups and provide reteach and enrichment opportunities depending on my students needs. -Monika

# data[].attributes.body
I think games for assessment is a great idea and it's something I implement in my own classroom. I use Blooket, Kahoot and Quizziz to review specific concepts or before quizzes. The immediate feedback lets them know if they need additional support or practice. The students love it and everyone always wants to participate. I circulate during the game in case students have questions and need help. I love the idea of having them come up with their own questions for games and plan on implementing that in the future. -Monika

# data[].attributes.headline
Empowering Students to Own the Assessment Process

# data[].attributes.subject
Empowering Students to Own the Assessment Process

# data[].attributes.body
-self assessment allows students to set goals, plan their approach, and keep track of the progress to reflect on the learning process, strengths and weaknesses
-survey allows students to have multiple choice, checkboxes, and Likert scales and can use a self assessment rubric to see where they are to where they need to be
-peer assessment allows students to share and actively listen, as questions, and get feedback

# data[].attributes.headline
Keeping Assessment Relevant and "Authentic" 

# data[].attributes.subject
Keeping Assessment Relevant and "Authentic" 

# data[].attributes.body
-designed to hit skills and needs of students, understand why they got the correct answer
-identify common mistakes, use the mistakes to go back over in future days
-give incorrect work/mistakes to think of the error and thought process of other students to better understand and break down a concept
-main goal is not the correct answer but how to get there

# data[].attributes.body
The video gave 5 ideas for formal assessments. These five ideas were hand signals (1-5), brainstorming to assess prior knowledge, exit tickets, think-pair-share, and individual whiteboards. Of these formal assessment ideas, I really like the individual whiteboard ideas since I had never really thought about it before but it would be the perfect way to use in the middle of lesson for a quick assessment. -Brittany K

# data[].attributes.body
I believe that using games for assessment is beneficial for students. Students are more engaged when a game is involved in particular on a review day before an end of unit assessment. However, having students do the work on paper would be helpful in addition to the game so they are getting practice with solving out the questions and showing the work that is going to be required on the assessment. -Brittany K.

# data[].attributes.body
The most common request I get from the student in my classroom is that I have them play games, so using games as a way to assess them is very appealing. I especially liked the suggestion that students be asked to write a strategy guide for their game. Many of my students use online gaming tips for the games they play at home, so this idea would be familiar. It would encourage them to analyze their choices when that activity might otherwise seem difficult.
- Lesli Kathman

# data[].attributes.body
The idea behind real-time assessment is that by surveying students at the beginning of class, the teacher will be able to use where they are to adjust the activities. This allows students to use their time in a more effective way, so that no student is so far ahead they no longer see the point, nor so over-challenged that they give up. Because I am teaching a class with a broad range of abilities, I found this idea really helpful.
- Lesli Kathman

# data[].attributes.body
I learned that formative assessments should be integrated throughout the lesson. There is  a pattern that it should follow, which is teach then assess, teach and then assess. I also learned the different kinds of formative assessments. The one method that I will definitely use in my classroom is the hand signal one to five. Where the teacher will ask the students there understanding of the information that they just learned and the students will put up from one to five fingers. One finger means the student is lost and five fingers means that the student has mastered this particular part of the lesson.
The video also explained other types of formative assessments such as brainstorming to gauge students prior knowledge and whiteboards as well.

# data[].attributes.body
I learned that games can be a great tool to use in the classroom to assess student thinking. It allows students to think critically and be challenged without students realizing that they are being assessed. I also learned that the choices that students make during games provides a great way for the teacher to assess how students are thinking. Games also gives students real time feedback into how they are doing which allows students to take control over their own learning.

# data[].attributes.body
1. 1-5 hand signals
2. Exit tickets
3. Brainstorming to assess prior knowledge
4. White boards
5. Think-Pair-Share

# data[].attributes.body
1. Use student mistakes to inform instruction.
2. Connect learning to real life.
3. Assess whether students can use the steps in a process not just answer the question.

# data[].attributes.body
My students love thinking that they aren't learning when they play games. For my demographic of student specifically, it would need to be games that requires them to reflect on the immediate feedback rather than keep guessing for the right answer to move on. I like the idea of getting them engaged without thinking they are engaged.
- HR

# data[].attributes.headline
Setting norms and being supported as a teacher in order to conduct real-time assessment

# data[].attributes.subject
Setting norms and being supported as a teacher in order to conduct real-time assessment

# data[].attributes.body
Realistically, I would love to be able to implement strategies like this with my classroom. These seem to be big scale concepts were structured norms are expected of students, in order for them  be able to work independently. These quick assessments appear to be great for longer class periods and groups with a wide variety of skill levels. How do you realistically break it down for classes that have a level playing field of abilities and/or a variety of behavioral managements? - HR

# data[].attributes.body
I like incorporating hand signs as a check for understanding. Sometimes, if we're doing a difficult topic, I'll have students close their eyes so they don't feel embarrassed if they don't get the concept. Usually we just do a thumbs up or thumbs down, but I like the idea of finger counting too.

# data[].attributes.body
I love using games in the classroom, because the kids don't even realize we're learning! I gave my students a quiz on a chapter of their book that they read, and it led to us having a deeper discussion about the book. They're actively learning, too, because there are more stakes than just notes. My students are competitive, and love activities that they perceive as 'fun.' I'd like to find more ways to incorporate games than just reading comprehension. I like the idea of having them make their own game.

-Ashley Mills

# data[].attributes.body
I like the idea of using individual white boards for easy assessment. I could see this working with the cool downs I have been doing with my CE. We use the cool downs like an exit ticket and while students are working on them I walk around the room making a quick assessment of which students have a good grasp on the day's lesson or not. White boards could be used similarly during this time or at other points in the lesson and students could hold them up for quick assessment.

# data[].attributes.body
I like the idea of using games in the classroom for assessment. Students are more likely to engage in something that feels like a game even if it is content based. Around the room math problems, trivia games that incorporate learning, or students creating their own games would all be great ways to review concepts.

# data[].attributes.body
I think having students make their own game to review content is the best way to first engage them, especially when we tell them that their peers will be playing them. It makes them review the content not once but twice, while creating the game and then while playing each others games.
Diana Mata

# data[].attributes.body
As a teacher we get asked a lot by students when will we use this in the real world or when will we encounter this. By making it relevant to the students and showing them instances where it happens in the real world helps them engage with it better and ultimately learn better.
Diana Mata

# data[].attributes.body
I've had students create their own coding games. Some students can create very detailed games. It helps them think through steps and rules, which is a good way to check for understanding.

# data[].attributes.body
I like the Mod-A-Game, where students will make a new rule and must explain how it impacted their learning in the game. This seems like a nice twist to keep it all interesting.

# data[].attributes.body
I'm a bit fan of Exit Tickets - I hand out a slip of paper or we'll 'claim' a slide on Jamboard to answer a quick question or two. The video suggests these questions: What did you learn today? - or - Write 3 sentences summarizing today's lesson. I typically will have them answer a few questions based on the topic of the day.

# data[].attributes.body
I think that it is important for students to be a part of the assessment process. Too often, students receive feedback from their teacher and do not listen, read it, or apply it to a later assignment. When students self assess, it gives them the opportunity to look at their own progression. They can see where they are and plan how to get where they want to be. One of my favorite ways that the video gave was checklists. It allows students to track their process through every step and make sure they do not fall off track. This is not only a skill that is helpful in class but it is also a life skill. In life, students will not have someone checking everything they do. They have to learn how to check and assess themselves so they can do this in their future jobs and lives.

# data[].attributes.body
Games for assessment is a beneficial way to get students engaged in the classroom. Students enjoy this level of engagement while it also allows for their skills and knowledge to be tested. Sometimes, they don't even realize it is an assessment. However, if you ask them probing questions while they are playing, you can get even more insight on their thoughts and processes that they use. It also allows students to have immediate feedback allowing them to alter their strategies based on that feedback - something students don't usually do when they get feedback on traditional assignments.

# data[].attributes.body
the one thing that stuck out to me is the teacher talk about moving around and monitoring students to help them the best and get rid of common misconceptions.
adam g

# data[].attributes.body
so one of the greatest benefits I saw was before moving forward in the lesson students are able to get the help they need in the minute if they're struggling.
adam g

# data[].attributes.body
I like the idea of self reflection, because i notice lots of students in the class do not care about their work, and do the bare minimum but comparing it to a chef tasting their own food would be a good way in pushing them to put more effort into their work
adam g

# data[].attributes.body
i think after watching the video i want to incorporate hand signs into understanding, because when in class i see lots of students confused about what a primary source means.
- adam g.

# data[].attributes.body
i feel like as a teacher, making the class's unique to you helps the kids connect to you in the video making connections to real work with class work helps the students understand the importance of the work they're completing
- Adam G.

# data[].attributes.body
I love incorporating games for review in the classroom especially kahoot or quizlet live, kids get competitive and focused especially if you have a reward for those who do the best. (usually the reward for me is a ticket (5pts on any test). also using things like kahoot and quizlet live you can use data from the game to see who is doing well and who needs more help.
- Adam G.

# data[].attributes.body
Gives teachers the knowledge of what they know and the knowledge teachers don't know. Allows us to know the next steps to take to master a skill. Helps us keep track of progress/monitor. Using tools such as self-assessment rubric/diagnostic tool and peer assessments are helpful during the assessment process. LaPatsy Evans

# data[].attributes.body
Games enable teachers to know how students think . Choices give data such as critical thinking and problem solving. Questioning students during games allows their thought process of how they produced their answer. Games are fun for students to learn! LaPatsy Evans

# data[].attributes.headline
In the moment adjustment to instructions and a great way to address a few misconceptions or assess that the whole class may need some more practice with a certain topic. 

# data[].attributes.subject
In the moment adjustment to instructions and a great way to address a few misconceptions or assess that the whole class may need some more practice with a certain topic. 

# data[].attributes.headline
One big thing that I learned from this resource was the use of assessments to guide instruction for that same day. I liked the idea of using a survey to allow students to let you know what they need for that day. This could work really well for setting up stations so that students with different needs can get what they need.

# data[].attributes.subject
One big thing that I learned from this resource was the use of assessments to guide instruction for that same day. I liked the idea of using a survey to allow students to let you know what they need for that day. This could work really well for setting up stations so that students with different needs can get what they need.

# data[].attributes.body
This was of interest to my because my students are always asking "when will I use this?" This video revealed that you can create tasks the synthesize a real world situation in which students would use the concepts. Room transformations have been a big thing recently on teacher social media. As I was watching this video I thought about how I could transform the classroom into the environment and situation in which students would utilize the mathematics. This would show me that students could transfer their knowledge, problem solve, and persevere through new situations.

# data[].attributes.body
Games allow a teacher to assess students' ability to problem solve and think critically about a situation. Gamifying your classroom is of interest to me because many of my students are athletes and have that competitive streak. I love the idea of a strategy guide because it allows you to clearly see the thought process behind students' decisions and actions within the game, itself, but also about the content at hand.  -Emilee S

# data[].attributes.headline
I was always worried that students don't benefit from games like Kahoot because they try to answer so fast that they do not even think about the question, but this really showed me how it is beneficial for students. The aspect of the immediate feedback reminds me of a modern day notecard, where you quiz yourself and immediately flip it over to see if you are right or wrong and continue that process until you know it. -BG

# data[].attributes.subject
I was always worried that students don't benefit from games like Kahoot because they try to answer so fast that they do not even think about the question, but this really showed me how it is beneficial for students. The aspect of the immediate feedback reminds me of a modern day notecard, where you quiz yourself and immediately flip it over to see if you are right or wrong and continue that process until you know it. -BG

# data[].attributes.headline
I really like the idea behind this especially with the 5E learning model. Since the learning model mostly allows students to learn on their own, this form of assessment each day can help tell the teacher what exactly they need to regroup and specifically explain to the students to ensure understanding. It is easy to implement because there is no right or wrong way to assess students daily whether it is digital or a thumbs up and down. -BG

# data[].attributes.subject
I really like the idea behind this especially with the 5E learning model. Since the learning model mostly allows students to learn on their own, this form of assessment each day can help tell the teacher what exactly they need to regroup and specifically explain to the students to ensure understanding. It is easy to implement because there is no right or wrong way to assess students daily whether it is digital or a thumbs up and down. -BG

# data[].attributes.headline
I really like how the video discussed one benefit of games being that students get feedback. I have actually seen my CE use this approach several times and it seems to be very beneficial. She has the students do stations or scavenger hunts and organizes them in a way where students can check their answers. This makes practicing the math more fun, and it also helps both them and us address misconceptions earlier. - Carly Everhart

# data[].attributes.subject
I really like how the video discussed one benefit of games being that students get feedback. I have actually seen my CE use this approach several times and it seems to be very beneficial. She has the students do stations or scavenger hunts and organizes them in a way where students can check their answers. This makes practicing the math more fun, and it also helps both them and us address misconceptions earlier. - Carly Everhart

# data[].attributes.headline
I love love love the idea of giving students incorrect work/mistakes and having them analyze/correct! In my classes I can tell students are so afraid to make mistakes and say wrong answers even though I have emphasized the value of mistakes and all that they can teach us. However, this would be a great way to get them to learn from and analyze these mistakes without making them feel vulnerable and exposed. - Carly Everhart

# data[].attributes.subject
I love love love the idea of giving students incorrect work/mistakes and having them analyze/correct! In my classes I can tell students are so afraid to make mistakes and say wrong answers even though I have emphasized the value of mistakes and all that they can teach us. However, this would be a great way to get them to learn from and analyze these mistakes without making them feel vulnerable and exposed. - Carly Everhart