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It's important to know when to give students a variety of options for their summative assessment and when to just use a quiz to get the information you need immediately. It is necessary to allow students to work to their strenghts.

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It is very important to know your students to make the learning process relevant to them.

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It is very important to know your students to make the learning process relevant to them.

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Setting action steps as an extension of the given feedback makes a lot of sense and must be consistent.

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Setting action steps as an extension of the given feedback makes a lot of sense and must be consistent.

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One of the things that I found to be very effective to motivate students to learn is to make them believe in themselves by showing them their potential

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One of the things that I found to be very effective to motivate students to learn is to make them believe in themselves by showing them their potential

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Practice two is Good. For practice 3 I will ask them to block one sense and find out what they can do without it and do a checklist of their answers.

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I think that my challenge is that i have to remember to present assessment at beginning of unit. I think we are programmed to present it at the end.

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I like that the article stated that we should present performance task assessment before starting the unit.

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Responses will be very different and students are not limited.
I see practice 3 more like data to collect to see the gaining of the unit.

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I connected in that i do use performance task assessments.

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I will work with teachers that are

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Make sure that all grade levels are implementing concurrent formative assessment.

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Using rubrics to assess data is something new to me. Trying to use them as self-assessments are well. Benefits both teacher and students.

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I really need to push myself to pre-assess more often. I find myself so quick to jump into the new material without first seeing what they might actually know about the topic already.

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I really need to push myself to pre-assess more often. I find myself so quick to jump into the new material without first seeing what they might actually know about the topic already.

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Summative assessments don't maximize learning, by the time we get the results it is too late.

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Creating assessments is a difficult task because of the challenge of making it "fair" to all so it is the best tool to adequately assess all

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The concept of an entire grade level or even an entire school using the same rubric is so simple and yet something I never even thought to do. What better way to have consistent data??

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When I first started teaching, I always thought it was bad to show examples of work to students, but this article reminds me that it does just the opposite and helps students understand what is expected of them and potentially sparks other ideas in their minds

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It's hard to balance the assessments that match our units with the grades that must be collected for the report card. Which is more important?

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Focusing on how well the students performed instead of when. We tend to grade them all the same and not give full credit the second time around, when really some kids just take longer. It is unfair to them.

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Making sure that there is enough collection of evidence for students to use.

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Making sure that there is enough collection of evidence for students to use.

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I use IIM which is about choices

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Pretend the class is a team of players. Present the authentic expectations and the expected goal.
In order to get there they have to have practice drills that will transfer to the end goal.

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I have found that students enjoy being able to choose their form of presenting knowledge.  At one point I did struggle with students always wanting to choose their own way and I had to redirect because the TEK specifically asked for a certain thing - such as writing instead of oral presentation.

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I tell my students what their summative assessment is at the beginning of a unit. It makes them really excited and helps focus their inquiries on the areas I want them to focus on. Throughout the whole unit they are coming up with new and exciting ideas for their summative.

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In the planners I've taught, the quality of the summative project went up if I told the students at the beginning what the summative would be. As I was reading, it talked about how this is most effective because the students take the practice a little more seriously knowing there was a "game" coming up.