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Students expect to be spoon-fed the information.  Repeated practice during class is done; however, when it comes to testing, the kids will not have prepared or practiced but they expect you to do it for them.

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It is often difficult to cover all standards at a depth that discerns how well students know the standards.  Rather, we cover each standard at a target level, and not a mastery level or vice versa.

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Mastery of a skill can be difficult to determine with selected-response questions.

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I feel that T/F is not a true assessment of a student's knowledge. If not certain of the answer...some students read/ or misread T/F and make it what they perceive. They seem to dislike T/F assessment questions.

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I feel that T/F is not a true assessment of a student's knowledge. If not certain of the answer...some students read/ or misread T/F and make it what they perceive. They seem to dislike T/F assessment questions.

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Feel that sitting in the room during lecture will be sufficent in preparing for summative assessments.

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Making sure that the question is written in a way to prompt students to give all of the information that I am looking for in an answer.

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In math, I find that students fee

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In math, I find that students feel like they understand what to do when they watch me and then feel like they don't have to practice. However, when asked to  perform on a summative, they are stumped. Helping 9th grade students with their metacognition is a daunting task.

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It is sometimes difficult to construct higher level DOK multiple choice questions.  I also find that students may know the content, but many times have a difficult time with application.

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Make sure that the assessment is similar to how the material was presented! In world languages, if we present and work with grammar in a certain way, and then expect them to produce something completely different on an exam, student success will not be very high. They might know the material, but are confused about the new format.

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Accommodating Students with IEPs, 504s, etc.

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Accommodating Students with IEPs, 504s, etc.

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Frustration arises when a teacher thinks that shortened assignments means that the student is not held to the same standard as the other students. To a certain degree, I can understand that, but most of our students take a long time to test so when there are four questions covering the same objective, it is ok to just provide these students with two questions and this will provide the information needed to know if the student understands the material.  Also, everyday accommodations need to be put into place and most teachers are GREAT at this!!!

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i feel as if students would like to be given the exact information that will be evaluated, in my subject area, a lot of information must be applied. i receive several complaints saying that i did not cover the material given, when in reality, i went over the material but it is up to them to expand and apply the knowledge taught.

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As I'm reading through other posts, I noticed someone point out that students miss formative assignments that prepare them for summative assignments, and when they don't make them up and fail the test, they aren't sure what happened. I agree that they don't understand that formatives help prepare for summatives.

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T or F is generally not a true representation of the students knowledge. If they don't know the answer, they still have a 50% chance of getting it right. If they do know it, they overthink every word to see if that word has been changed to make it false.

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How students can do well on the formative assessments leading up to the summative and crash and burn on the summative.  Even if it is just a culmination of the material that was covered in the formative assessments.

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Students sometimes get overwhelmed when working through a test that has multiple sections connected to one topic (in math - two functions are used to complete multiple operations).

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Students don't do, or are absent and don't make up in time, formative assessments leading up to summative.  Then they wonder why they failed the summative.  They don't seem to understand that formative assessments are preparation for summative assessments.

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During group work/discussion and class discussion, students have trouble taking information and putting it into their own words. Rather, they take and copy information word for word. So, they complete an assignment, but its hard knowing whether or not they fully comprehend what information they have researched. 

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During group work/discussion and class discussion, students have trouble taking information and putting it into their own words. Rather, they take and copy information word for word. So, they complete an assignment, but its hard knowing whether or not they fully comprehend what information they have researched. 

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Finding out that I didn't cover the material in the right way, and students were not listening. The summative assessment failed.

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Finding out that I didn't cover the material in the right way, and students were not listening. The summative assessment failed.

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Students struggling with understanding that in a summative assessment they should be able to take the basic concepts of the unit and apply them at a higher level. Summative assessments shouldn't just be a regurgitation of problems/solutions that they've already seen. They should be able to extend the concepts.

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Some students do not know where to begin because we did not have enough group discussions/ formative assessments so that I could determine their understanding.

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My students struggle with application problems that ask for multiple items. Typically these parts build on one another, but students sometimes just provide me with one final answer when I want them to label and provide proof for their final answer. I am working on training them!

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In math, summative assessments in "selected response" form tend to be overwhelming. Many students don't seem to understand that math is a language that builds upon itself. They want to memorize the "formula" instead of leaning why the actual method works.

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Some students seem to understand how to decipher the important materials and some struggle.

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Students don't seem to answer every part of discussion/application questions.  I have a lot of students assume their understanding of the content is implied through answering previous questions on the test

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Asking students the exact or very similar questions to ones studied in class. How do we how students have learned if we don't test them in ways that truly look at their understanding of the content and not regurgitation?

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Asking students the exact or very similar questions to ones studied in class. How do we how students have learned if we don't test them in ways that truly look at their understanding of the content and not regurgitation?

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True EL students struggle with keeping up with all of the information that is required leading up to summative and formative tests.

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True EL students struggle with keeping up with all of the information that is required leading up to summative and formative tests.

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Students struggling with being able to comprehend the material.  They expect the summatives to be written exactly like it is in the book or PowerPoint.

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In Algebra 1, students struggle with taking the main ideas and applying them to higher level thinking questions. 

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In Algebra 1, students struggle with taking the main ideas and applying them to higher level thinking questions. 

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Verbally students understand, yet when given a test they struggle to understand the written content.

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It take a while to grade lengthy assessments.  Also, it take tons of time trying to get detailed/lengthy assessments made up when students have missed the scheduled day to complete it.

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Students are having difficulty with understanding the structure and vocabulary of the questions when presented in different forms other than how it was presented during instruction. The need to ask questions in a variety of ways in order to prepare students to understand what is being asked of them!

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Students often think they understand the material because they can follow along in class or with their groups. However, students get to the summative assessments and realize they don't understand as much as they thought they did.

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I have seen students look at a problem and get so overwhelmed with the multiple sections, that they don't even attempt. In reality, they know enough to start and even possibly finish the problem, but it never makes its way on to the paper.

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My students with special needs who have processing disorders having to show mastery on multiple questions that cover the same material/objectives and failing because they cannot finish the entire test.

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Students not taking or making up Summative Assessments - how do I know if they have met objectives?

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Students not taking or making up Summative Assessments - how do I know if they have met objectives?

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Finding that students seem to understand the standard on formatives, but when I grade their summative I find that they really did not have as great of understanding as I thought.  Students not being to breakdown different question types to understand what they are being asked.  

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Finding that students seem to understand the standard on formatives, but when I grade their summative I find that they really did not have as great of understanding as I thought.  Students not being to breakdown different question types to understand what they are being asked.  

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That's about right

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When an assignment was turned in and done incorrectly when no questions were asked.

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My AP tests are aligned with the College board, multiple choices and free response questions. Drawing graphs and explaining the graphs in bullet form.

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My AP tests are aligned with the College board, multiple choices and free response questions. Drawing graphs and explaining the graphs in bullet form.

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Regular classes I use alot of AP DOK 1 questions

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Finding out too late that students did not have the proper knowledge for the summative assessment...

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using a project or product as a summative assessment - i find it difficult to grade even with a rubric - it feels too subjective!

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using a project or product as a summative assessment - i find it difficult to grade even with a rubric - it feels too subjective!

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Knighten:  "Those shoes are so tenacious."

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Knighten:  "Those shoes are so tenacious."

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While there is value in selected response vocabulary assessments, I want students to be able to use the words in a real-world context setting. Sometimes students have difficulty transitioning from traditional assessment types to real-world forms of assessment.

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It can be easier for students to cheat on selected response assessments, where written response seems to provide a clearer image of the true depth of knowledge a student possesses.