Isn't every assessment formative? (except, maybe, the very last one?). One reason I quit doing "makeups" and "retakes" and turned every assessment into an opportunity to improve. Not happy about that quiz? No problem, the next test can replace it. Test performance not up to par? ... No Biggie, the term exam can replace that. The only grade that is final is the one they force me to submit at the end of a term, but until that moment I will bend over backwards to give you a 2nd, 3rd, 4th... chance. (The secret is... I quit caring about the grade in the gradebook a long time ago, I care about the learning ... Anything I can to reward learning .. WHENEVER it happens, I will do that. That grade is an arbitrary number, based on many things that have NOTHING to do with learning. I never let that number stop the learning in my classes). #iteachmath #mtbos #maths #math

@techknowmath Any assessment can be used formatively, in that the information from the assessment can be used to inform next steps, but what you describe here seems to me more like tentative summative assessment.

@techknowmath Yes! I create an assessment plan at the beginning of each term so all my standards cycle and show up multiple times. The will grow in complexity as well sometimes. The practice we do also cycles so students continue to practice and work on those skills throughout the term.

@techknowmath I agree in principle, but sometimes in practice it’s hard to let everyone save everything for the end or make more work for us when our classes are bigger than they should be and there’s only so many hours in the day. How do you manage that?

@techknowmath I would love to hear more about this.

@techknowmath For example: quiz 1 is on addition. Kid bombs, but he can replace that grade with the next test on addition? With different problems?

@techknowmath Essential questions: What kind of feedback do you provide? What are students expected to do with it, & how does that help students to get a better grade when they re-submit?

@techknowmath I would always give students the opportunity to earn the points on the items they missed on multiple choice quizzes by having them provide a typed rationalization nof why the correct answer was the better response, after maybe reviewing one response with the class & modeling how.

@techknowmath Is your grade book just 1 grade “test” that just keeps changing? Can it go down?

@techknowmath That seems like an appropriate amount of disruption to the system. Never forget that the students in front of you are humans. They may be smaller and younger, but they are still human. As such, they deserve as much of your compassion as any other human would.

@techknowmath Really depends on your definition of formative assessment. If the data is used to inform teaching and learning activities, then yes, it is formative. Note, how FA is conceptualized determines its effect size.

@techknowmath It's the inferences you make from the assessment that are formative or summative, not the assessment itself.

@techknowmath Did this my last six years as well... There were some issues but man did objective mastery skyrocket .. and I did periodic back checks for retention and that was way up as well

@techknowmath this is actually policy in some districts

@techknowmath This is why all of our assessments, whether they be exit tickets, quizzes or tests, go into our growth category (30%), but we assign a mastery score for each standard at the end of the marking period based on the student’s most recent level of achievement (70%-maximum allowed).