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Click on the plus sign at the bottom right hand corner of this page, or double-click anywhere to add your thoughts to this padlet

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Click on the plus sign at the bottom right hand corner of this page, or double-click anywhere to add your thoughts to this padlet

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This is a space for glows, grows, lingering questions, and thoughts about assessment.

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This is a space for glows, grows, lingering questions, and thoughts about assessment.

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When creating assessments, work with your teammates! I really improved my own understanding of differentiating assessment once I started to work with my co-teacher. Use their expertise in differentiation to help improve your effectiveness in creating formative & summative assessments that are "designed or adapted for groups of students as needed" (1e). - Laura Ferdinandt

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As an elementary French teacher, I am usually creating my own assessments. It has taken years to develop differentiated assessments and I feel like this is an area where I am still growing. Sometimes I envy reading teachers who have so much pre-created assessment at their fingertips! (But I also like the freedom of not being a "tested" subject!)

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As an elementary French teacher, I am usually creating my own assessments. It has taken years to develop differentiated assessments and I feel like this is an area where I am still growing. Sometimes I envy reading teachers who have so much pre-created assessment at their fingertips! (But I also like the freedom of not being a "tested" subject!)

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I'm wondering how/if summative assessment ever works in Pre-K. Is summative assessment at this level more focused on teacher evaluation and reflection? Students never necessarily "master" a skill, but make continuous progress. The article did not necessarily touch on this.

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As someone who teaches all grade levels K-8 and all 750 students in my school, a challenge with assessment is getting to the point where all students can explain the criteria by which they are being graded, especially in primary.

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Distinguished teachers spend a lot of time doing formative assessment. It is essential to use what students know to inform teaching. Formative assessment is in-the-moment teaching. Formative assessment rules!!

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Distinguished teachers spend a lot of time doing formative assessment. It is essential to use what students know to inform teaching. Formative assessment is in-the-moment teaching. Formative assessment rules!!

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I'd like to use formative assessment to inform instruction on a more regular basis...I need to find a way to make it more streamlined & simple. Ideas welcome! Thanks. - Cyndi (middle school language arts)

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Grow:  students can explain the criteria by which their work will be assessed

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Video taping and reflecting
Kahoot
Google Classrom
All great and easy ways to assess many students at one time

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I'd like to get better at developing more self-assessments to include in my daily instruction so students can take more ownership of their learning

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I really love using projects as summative assessments. Really easy to differentiate these as well. I find it to be really important that students can have fun showing what they've learned but also take a "test" that shows their mastery without working with groups etc...
Willis

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GROW: organizing formative assessment data

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GROW: organizing formative assessment data

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I have a ton of ideas for formative assessment, but I'm so overwhelmed as a first-year teacher that I have a hard time systematically capturing and recording formative assessment data. This is problematic because I'm not constantly making concise and coherent conclusions from FA data, I can't systematically use that info to design/modify my teaching plans. :(

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Differentiating and giving feedback seem to first require mastery of content. Very difficult to modify an assessment when you are making many things out of scratch year 1

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some of them engage in self - or peer assessment.

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I would like to concentrate more on Standards Based Grading. I think connecting questions to standards and allowing students corrections to allow for the path towards mastery is my goal

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I would like to concentrate more on Standards Based Grading. I think connecting questions to standards and allowing students corrections to allow for the path towards mastery is my goal

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-Kelsey

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I want to work on providing students with more examples so they can understand my expectations. I want to work on having students engage in self- and peer- assessments rather than all the feedback coming from me.

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I need to do better with having students understand and be able to explain the criteria by which they will be assessed. I show them the rubrics, but I'm not sure they always understand them!

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Giving timely feedback is something I struggle with the most. It seems like there are always a million things going on and due that I don't always have the chance to give them timely feedback. If you have suggestions please feel free to comment.
Shugg
sselvienorment@cps.edu

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I need to be more specific with the feedback I give to my students.

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I’d like to work on documenting formative assessments.

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I want to make sure I am clearly choosing assessments that each student can do and that it matches the objectives

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One thing I am able to do is to create my own assessments. When it comes to summative assessments, I add the standard next to the test question so that the students as well as administration will see how the questions are aligned to the standards. This also allows me to see the standards that students are struggling with.

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Assessment aligned with standards based learning objectives.

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I have students do a lot of self and peer assessments.

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Assessments clearly identify and describe student exceptations and provide descriptions.

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How can we increase student ownership of assessment?

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I have to remember to tier my assessments at all times to meet all student levels.