One of my personal professional goals this year is to more effectively (read: quickly and consistently) use formative assessments to better guide my instruction.
Formative assessments, for those of you non-educator types who have somehow (???) stumbled onto this site, are all those little things you make students that help you answer the question “Are they actually getting this?”
Gone are the days (supposedly) where a teacher bestowed knowledge upon his/her students, and if they got it, they got it. In the 21st century (supposedly), teachers frequently check in with students ensuring that they are truly getting it. Nowadays, we (supposedly) don’t assess students until we’re sure they’re at a level at which they could possibly demonstrate mastery.
Did I say supposedly? I feel like I said supposedly a bunch.