STOP: I want to watch my language when assessing students, I liked hearing that we can change our words away from "weakness" to opportunity.

CONTINUE: I will continue creating my own anticipatory set before students do the assignment and creating rubrics.

Stop: Falling into the mindset of using it as more of a grading checklist instead of using it to further student achievement.

Continue: Using criteria and making it readily available to students.

STOP: Worrying about failure. Be actively monitoring the students without putting too much emphasis on grades or as someone else said weaknesses

Continue: Creating working rubrics

Stop: Making the assumption that all or none of my students have grasped a certain criteria within the overall unit or topic without proof. Check-ins and formal assessments are both vital.

Continue: Have intentional interventions/scaffolding in place that allow for all levels of learning to occur.

Stop: Only checking for completion, only spot-checking, not using student work to drive further instruction.

Continue: Using rubrics, but making sure students fully understand and are adhering to the criteria throughout the learning process.

Stop: expecting exemplars from all

Continue: measure student success on an individual basis

Stop: Expecting the same quality of exemplar work from all of my students, meet them where they are and success is determined individually

Continue: Utilizing rubrics for setting and proving student success