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"Where am I going? Where am I now? How do I get where I am going? How will I
know when I get there? Am I on the right track for getting there?"
These questions help us create our learning goals and monitor our learning/progress together as a class.

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Assessments should be real-world application and align with the classroom goals.

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"when the cook tastes the soup, that's the formative assessment; when the customer tastes the soup, that's summative assessment"

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"unfortunately, teachers often require more summative assessments than are necessary" I feel like some teachers are pressured by admin to make sure they have enough data for their evaluation and then not only give summative assessment, but also give practice summative assessment, then it becomes wayyyyy too much for the students, and at that point everyone is missing the point, and the teachers are just doing it for their "data".

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Khan Academy's philosophy is to not move on to the next concept until you have mastered the one before. Ensuring that students have a solid understanding of what they have just learned, before piling more information on, helps to meet each student's unique needs. Additionally, this helps students emotionally because they feel a sense of accomplishment instead of failure after failure.

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Teaching and learning are reciprocal processes that depend on and affect one another.

Speak with the students, not at them.

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Christy - Diagnostic Assessment is effective in knowing WHERE YOU NEED TO GO, as the educator, in order to help your students get to where they need to be at the end of a lesson, a unit, or a class (cumulative knowledge) - I use a lot of diagnostic assessments in order to determine if I need to group my students a certain way, to provide many options for student choice, or only a few choices, and to determine how to differentiate for student achievement across the spectrum of personalities and learning styles in my room.   If I don't know who I'm teaching, or how I need to teach them so that they can access the information/content then I am only herding cats while talking to myself.  

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Christy - Diagnostic Assessment is effective in knowing WHERE YOU NEED TO GO, as the educator, in order to help your students get to where they need to be at the end of a lesson, a unit, or a class (cumulative knowledge) - I use a lot of diagnostic assessments in order to determine if I need to group my students a certain way, to provide many options for student choice, or only a few choices, and to determine how to differentiate for student achievement across the spectrum of personalities and learning styles in my room.   If I don't know who I'm teaching, or how I need to teach them so that they can access the information/content then I am only herding cats while talking to myself.  

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Assessment should include all three domains of learning; cognitive, affective, and psychomotor.

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I like this section as an English teacher. Most tests and quizzes do not show student capability in many of the skills and competencies I would like to see of my students. The more authentic the better.

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Assessment should be more than merely a test at the end of instruction to see how students perform under special conditions.

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Diagnostic assessment helps gauge how well students know the content from previous classes, which helps the teacher prepare for their class.

Authenticity- aligned with classroom OBJECTIVES and reflects real-world applications!!!!!!!!

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Formative assessment "should be an integral part of instruction that informs and guides teachers as they make instructional decisions". I agree with this and believe that assessment should drive instruction. It will show what the students have learned, but more importantly, what they HAVE NOT learned.

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Principles That Guide Good Assessment-CK

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Principles That Guide Good Assessment-CK

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"Assessment work best when it is ongoing, not episodic"

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"When the cook tastes the soup, that’s formative assessment; whenthe customer tastes the soup, that’s summative assessment" - Jova

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"When the cook tastes the soup, that’s formative assessment; whenthe customer tastes the soup, that’s summative assessment" - Jova

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Really great analogy. Also hungry.

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Under the 7 purposes of assessment, "to communicate with parents": I had a teacher in middle school who would always send home tests under 70 and make parents sign the tests so they would see that their child received a 70 or less on the test. Is this a good classroom practice? or "outdated" now?

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Assessment requires attention to outcomes but also and equally to the experience that lead to those outcomes.

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Christy -  learning IS multidimensional, integrated, and revealed through performance over time

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Christy -  learning IS multidimensional, integrated, and revealed through performance over time

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Diagnostic Assessment = knowing your students, their ability, strengths and weaknesses so the teacher may adjust the material and curriculum if and when necessary

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Specifically "Assessment is most effective when it reflects an understanding of learning as multidimensional, integrated, and revealed in performance over time." and "Assessment works best when it is ongoing, not episodic."

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Christy - Teaching & Learning are Reciprocal

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Christy - Teaching & Learning are Reciprocal