# data[].attributes.body
Writing conferences with individual students have been the most effective form of assessment that I have used this year. Student verbalized a claim and evidence to support their claim prior to writing, and I was able to see where they were in terms of mastery of the content.

# data[].attributes.body
1:1 Writing conferences with my students has been a very powerful assessment tool. It helps to guide my in developing whole class lessons and work individually or in small groups with students who have like skills. I have really appreciated how a students writing skills can be linked to their reading skills and how I can stretch both their reading and writing skills through the writing conference.

# data[].attributes.body
I use a lot of Exit Tickets and Quick Checks to assess student’s progress towards mastery of the outcome/standard. In math, I use a lot of exit tickets at the end of our block with just a problem or two and then re-group based on what I am seeing OR I might even need to change the whole group instruction for the next day if the data reflects that my entire core needs reteaching. I also use “exit tickets” at the beginning of math to regroup OR as a way to assess what they know about the instruction that will occur that day...a quick pre-assessment. I then let them reflect on their thinking after instruction by going back to their exit ticket and making changes or adding. Quick Checks are a more in-depth assessment but used in the same way-to asses their progress towards mastery and to guide my instruction.

# data[].attributes.body
Writing conferences have been an effective assessment tool in my classroom. The conversations we have about student goals and progress helps drive the next steps of their work and gives me an idea of my future instructional steps.

# data[].attributes.body
Open ended evaluations at each three week grading period has been one of the most valuable assessment tools I have used. Students are reminded of the instruction in the previous three weeks and respond to prompts about what they have learned and what strategies they needed to employ to be successful learners. It also requires them to identify goal areas they need to establish to move their learning forward in the next three weeks.

# data[].attributes.body
Behavior rating scales

# data[].attributes.body
One on one conferencing for reading and writing, running records, use of math manipulatives or whiteboards to show their understanding.

# data[].attributes.body
I like a reflection evaluation where students respond to ow did the project help you learn about the topic, American Revolution?. What did you like best about the topic? What challenged you about the topic and what essay you would like to showcase , and why. Defend it

# data[].attributes.body
Self-grading has shown great reflection and learning from our students. I use  the information the student provides along with my own anecdotes to provide a score on their rubric, their self-grading goes into my notes and guides for our next lesson.

# data[].attributes.body
1-1 verbal assessments have been most helpful for me. They take a while, but I never have to guess what my students actually know. I get to ask clarifying questions immediately.

# data[].attributes.body
Self Grading.
Students decide at what level they are performing.

# data[].attributes.body
Running Records
Self reflections
Chit chat check ins

# data[].attributes.body
Math pre-tests help my 2nd grade  team determine where students stand on individual skills.  Then we group them with like minded peers and teach from where their at in the 3 different classrooms (reteach, Core, enrichment)

# data[].attributes.body
Small group check in or 1-1 at teacher table

# data[].attributes.body
Middle East debates- I give the students the unenviable task of deciding who should have the holy land-- Israelis or Palestinians. There is no "right" answer. In fact there is no good answer. I tell them right from the start that the goal of this project is to have more questions than answers when they are done. I also explain that if they do well on this project, they will be more confused when they are done than before they started. It's one of the most effective things we do in my class.

# data[].attributes.body
10 minute meeting and self-evaluation: Meeting with individual students or small groups to discuss where they stand currently (or having them determine this based on criteria provided) can be effective. The time demands for this particular form of assessment have made me stop doing them, however. I get a chance to do this occasionally during interventions or extensions with individual students. My purpose behind this is to provide students a chance to build their reflective abilities and self-assessment abilities in an effort to foster more independence and what we are calling transfer learning.

# data[].attributes.body
Mid-process writing conferences are incredibly effective in my classroom. Students take charge of the conference, direct my attention to specific areas where they want feedback (I don't read the entire draft), and then take notes over where they need continued work. Because it's mid-process, it is low stakes and high reward. I, too, take notes on both the individual and a class tally chart so I can see patterns of problems I should address as either whole class or flexible grouping.

# data[].attributes.body
One on one conversations based on daily point sheets.

# data[].attributes.body
Project-based learning relies heavily on checkpoints and critiques to ensure students are gaining the skills and knowledge necessary to complete the task at hand. Some of the best learning and formative assessments happen during these checkpoint critiques or critique carousels as I sometimes call them. Students are often asked to explain the work they have completed so far; including the skills and knowledge they have gained thus far in the project. My favorite questions to ask students are: What is your favorite part or portion of the work you have completed? What has been the most difficult or challenging aspect? What needs the most work? What are your next steps in an action plan for success? These questions lead to great student reflection and discussion. This always helps me understand and plan what students need help with and what portions of our project they find most challenging. This type of critique session will happen multiple to many times throughout a single project. The students also continually make positive gains in the way they assess, critique, and help other classmates improve throughout the year.

# data[].attributes.body
Conferences allows an opportunity to "notice"  the students applications of strategies, and give them direction actionable feedback.  Conferencing around a goal requires a tight focus for both me and my students.  With a clear goal, the students and I are able to clearly define success indicators allowing us to be more aware when application happens!
Autumn

# data[].attributes.body
Self-assessments have ben great for working with student writers. Allowing them to articulate where they are, what they are working to improve, and where they are moving next in relation to the standard we are working on allowed them to see growth better than handing back an edited draft to them ever could.

# data[].attributes.body
Students are given one problem at a time, each problem has three questions on it (The Standard, Just above the Standard, and Advanced). The students choose which question they want to complete. After complete the problem they check in with the teacher to see of it is correct. If correct the student moves onto the next problem set. If not correct the student will get a brief reteach and they can try it again or move to the level down problem. - Ben Matthies

# data[].attributes.body
Observation of students performing a task 1:1 or in small groups of 2-4. I use observation to guide what I'm teaching in the moment and what I'm going to teach moving forward.

# data[].attributes.body
The goal of this formative assessment is to practice with content in a "We Do" manner that requires movement, collaboration and communication. We begin by writing an open-ended question about learning on the board, form two teams, and relay to write statements / questions related to the prompt. Teams can even refine a previous statement. (Can be competitive counting number of comments.) After a predetermined amount of time, in a teacher led discussion, information can not only be reviewed, errors in understanding can be addressed and knowledge refined on the spot. All students with varying levels can participate and hear the thinking of others.

# data[].attributes.body
Recorded academic conversation - I used an iPad to digitally record a conversation between two students on an assigned academic topic. The recording allowed me to go back & analyze the conversational moves. I could also play it back for students so they heard for themselves how they did in building on each other's ideas.

# data[].attributes.body
The most effective assessments are those in which I gave my students the choice of the product they would create to showcase their learnings/understandings. Students were provided a "guide" in which they had to include their understandings/learnings about the must have content/topics/material in their product.  They then created the product to communicate their learning/understanding to others. After presenting (could do in person or as video) their product to peers, they wrote a reflection of what they learned further about the content/topic/material as they created their product AND what they learned about themselves as a learner.

# data[].attributes.body
We don't have a great deal of assessments, but take the time to conference over critical pieces with each student to ensure they are on the right track and correct misunderstandings.
Nicole

# data[].attributes.body
After a student has learned a task and I have begun to fade my prompts I set up a natural cue to signal the student to initiate the task and observe. I focus my observation on accuracy (successful completion of each step laid out by task analysis) and independence (what prompting or environmental support was needed to be successful). I also keep in mind what the results tell me about my role in the task and help me to check that I am not helping too much, or too little.

# data[].attributes.headline
Pre-Assessments and YTOYO- Robyn Reisetter

# data[].attributes.subject
Pre-Assessments and YTOYO- Robyn Reisetter

# data[].attributes.body
I have found both of these to be highly effective in my classroom. Students complete a pre-assessment prior to starting a new module, which focuses on the essential standard(s) that I will be focusing on. These are a great use of mine and the students time, because I am able to see which students are already to where I would like them to be, so then I can move them beyond, as well as areas in which I will need to spend more time on.
The Your Turn On Your Own's are part of my guided notes that correspond to the videos my students watch. At the end of each video, students are asked to try 3-4 problems on their own. I go through a quick check with each student after debriefing about the video. I use this data to make my small groups for more small group reteaching.

# data[].attributes.body
One of the most effective assessments I have used is a check-in. I've used this with the students throughout the year on numerous assignments, but we are currently using it with thesis statements. Basically, when students are ready for the "you do alone," they are able to take information and apply it the first time without fear of not understanding. For example, with the thesis, they write their first one, and they they "check in" with me. The goal is for them to simply try and see if what they have learned can be applied. They receive feedback and can continue to make changes. After so many "check-ins" it becomes pretty evident that they know what they need to do, and the students begin to make those corrections on their own. When they come to me with their final statement, we talk through their process as well as the statement itself.

# data[].attributes.body
Having students tell me 3 things they learned, 2 things they found interesting and 1 question that they still have helps give me: 1) an understanding of how well I have taught (and they have learned) my learning targets for a particular standard. 2) gives me an opportunity to see where the students want the next portion of learning to go and 3) what type or re-teaching needs to happen in order for them to meet a learning target.

# data[].attributes.headline
Bi-weekly speaking conference and bi-weekly writing samples

# data[].attributes.subject
Bi-weekly speaking conference and bi-weekly writing samples

# data[].attributes.body
Stacy Dobernecker; French at Ames HS
Each week 1/2 of the class speaks with me and the other 1/2 writes a composition.  The next week the groups switch.  I provide the questions/topics in advance.  I appreciate so much the opportunity to speak one on one with students even if it's just once every two weeks.  This builds trust and relationship. Their responses in French help me see what's going well both individually and as a whole class which really helps to guide my next week's lessons.

# data[].attributes.body
Collaborative White Board Work -- I have had students collaboratively work to solve a problem. I love hearing them explain their thinking to their partner. They will share the steps they took, when it started to get difficult or when they made a mistake.

# data[].attributes.body
Show me!

# data[].attributes.body
The most effective assessment I've used is ongoing one-on-one conferring in both reading and writing. These are brief conversations either listening to a reader or having them share a writing project. We touch base with our goal from last time, talk about how it's going, give feedback and establish a goal for "next time".

# data[].attributes.body
Pair-Share
I love to hear my students reflecting on their learning with a peer. Students talk about what they have learned, how they got their, and what troubles they had along the way. Their partners responds with questions, comments, and praise. I facilitate and help students see connections between each other and the perseverance and work they put in to be successful. I also take note of the strategies we used in class that were helpful or unhelpful and use that to change my future instruction, knowing that it will impact the learning of the students and giving them a voice in their education.

# data[].attributes.body
When I am able to pull a student one on one and listen to them read or check their fluency in letter naming, sounds, etc. I find the most valuable information. I am able to really see what they are able to do, what they still need work on and how to best teach that particular student. They can be reflective with me at that point too!

# data[].attributes.body
One of the most effective assessments I've used is individual writing conferences with students. After going through several writing minilessons, students were to incorporate those into their writing. At the conference, they had to demonstrate how they had used the lessons to improve their writing by showing me revisions they had done and explain how it made their writing better. It allowed me to see how students had applied their learning in authentic ways as well as see what gaps they still had. It also gave students a chance to explain their thinking and show that they had intentionally incorporated these lessons and revised their work.

# data[].attributes.body
Self-grading is an effective type of assessment I have used at the preschool level. We have worked to develop 4 levels of certain objectives (voice level, writing to convey meaning, etc). The students have an understanding of the levels and can apply them to other areas and experiences in the classroom. It gives them clarity in the expectations
, where they and where to go next.

# data[].attributes.headline
One-on-One Conversation Assessment - Mike Todd

# data[].attributes.subject
One-on-One Conversation Assessment - Mike Todd

# data[].attributes.body
We have used one-on-one conversations as summative assessments of what students understand at the end of a semester. These are carefully crafted sets of "nested" questions. The students are able to explain their thinking and I am able to ask clarifying follow-up questions to probe the depth of their understanding. I did also use these once as a formative assessment.

# data[].attributes.body
Think-aloud: It has been very valuable to have students tell me what they are thinking as they solve a problem.  I'm looking for them being able to tell me their plan, to take me through the steps they are using and to attend to the details of the task as well.  Afterwards, having them reflect on how they did, can also be insightful.

# data[].attributes.headline
The most effective assessments in Kindergarten are one-on-one.  When the tasks are things like decoding CVC words and counting objects, I really need to carefully watch and hear each student do the task individually.   From there, I can group students based on similar needs to teach specific skills.

# data[].attributes.subject
The most effective assessments in Kindergarten are one-on-one.  When the tasks are things like decoding CVC words and counting objects, I really need to carefully watch and hear each student do the task individually.   From there, I can group students based on similar needs to teach specific skills.

# data[].attributes.body
Stephanie Troncoso

# data[].attributes.body
One of the most effective assessment I have used has to do with helping students with their fluency. This is a huge concept for the kids in second grade because it is when their reading skills start to match up more with their comprehension skills. I have the kids video record themselves reading a passage in the app SeeSaw. Then they watch the video and make comments to themselves about what they did well and what they need to continue to work on. I also comment on their videos. We read them together and they work on that goal during their read to someone station.
Then, before they do their next video, they reread the comments from the last video and that is their goal for this video.

# data[].attributes.body
One of the most effective assessments I've used was a "live" pre-assessment. I used a rubric with clear success criteria based on the standard, and met 1:1 with each student to see where they were at in relation to the standard. From there I was able to plan according to the needs of my students. Their practice opportunities informed my next move. The purpose was to be able to not only differentiate and utilize flexible grouping, but to see where kids entered into the learning cycle.

# data[].attributes.body
Since the start of this school year, we've been asking teachers to record their thoughts to a variety of prompts and topics presented during PD. When the PD is over, teachers can leave their writing behind or take it with them. The vast majority leave it behind. We as IC's are then able to sort through the collective thinking in order to identify trends and determine the questions/conversations we might need to further investigate as a staff moving forward. Looking back, I wish I would have been doing something similar in my science classroom to regularly identify gaps in understanding and student misconceptions.

# data[].attributes.body
I recently tried a formative assessment in my algebra class called "My Favorite No".  I had students do a traditional warm up problem but instead of just me seeing them, I sorted through the warm ups by those that were right/wrong.  Then I shared my favorite wrong answers with the class - anonymously.  We talked through what the student did well and how they could correct any errors in the future.

https://www.youtube.com/watch?v=srJWx7P6uLE

Teresa Testroet

# data[].attributes.headline
One of the most effective assessments I have used with students is reflective conversations and/or written reflections for their portfolios.  I also include the students in P/T conferences where they use these reflections.  When the parents or I ask more clarifying questions, I really get a deeper understanding about what students have learned. 

# data[].attributes.subject
One of the most effective assessments I have used with students is reflective conversations and/or written reflections for their portfolios.  I also include the students in P/T conferences where they use these reflections.  When the parents or I ask more clarifying questions, I really get a deeper understanding about what students have learned. 

# data[].attributes.body
Ondrea

# data[].attributes.body
One of the most effective assessments I have used this year is student self grading. I have seen success with it in writing, counting/number identification, voice level and being kind. It allows the students to understand where their skills are now and what they need to do to move to the next level.

# data[].attributes.body
The most effective assessment I've used is a warm-up question on the board aat the start of every class.  Students use the first couple of minutes while I take attendance to answer the question.  It helps me see, before we start the lesson, if they remember a key concept from yesterday.  I also will use it as a very informal pre-test to see what students already know about a topic.

# data[].attributes.body
The most effective assessment I have used with students is a concept map with a think aloud. It allows me to peer inside their minds to see connections they make between concepts and content. It also provides information around misconceptions they may have. As a summative, it provides a detailed picture of what they have learned. Erik Ringsby

# data[].attributes.body
Typically in response to a question or task I set forth, groups of students create a whiteboard answer.  This gives me a chance to see student understanding and gives students a chance to use each other as support and resources. I can also see which students are not involved so I can follow up with them individually.
Aileen

# data[].attributes.body
The most effective assessment I've used is the one-on-one conference. Individual writing or reading conferences provide the most of a 5-15 minute window of time. The conferences allow students to be self-reflective and express their struggles and successes. Individual conferences help the student and teacher gauge where that individual is at in the process of moving on to mastery of a given standard.

# data[].attributes.body
One of the most effective assessments I have used are individual reading conferences.  I spend 5 minutes with each student having them read to me, discussing the text, setting goals, and providing specific and targeted feedback.  It strengthens our relationship and provides valuable information instructionally for me.
Mary Morton

# data[].attributes.body
During my 9th grade Earth Science course one year, I stopped grading quizzes. Instead the student would take the mid-unit quiz and then we would go over it together. I would ask questions to get further information about why they missed something or why they had an incorrect understanding. This allowed me to guide them for their next steps before finishing the unit.

# data[].attributes.body
The most effective formative assessment for me is the planning/sketching that my students do when applying the skills they have learned.  They brainstorm, document their understanding of vocabulary, art styles and the art concept.  They create a plan for the work of art they will make using these concepts. A conversation happens after the plan is created.
This is then used to create a final work of art that is in turn the summative assessment. The conversations that follow the completion of the work is a direct indication of if the "got it" or not.

# data[].attributes.body
Students videotaping themselves has been useful because then we can go back, watch it together, and talk about their strengths and areas for improvement. -Deani

# data[].attributes.body
The most effective formative assessment I use is a whiteboard review.  I'll often have students complete a question on a whiteboard and hold it up so I can see the answer.  If it's correct I know they are understanding the concept.  For students who do not have the correct response, I can conference with on an individual basis.