Quick assessments, like reading responses, allow me to quickly gauge student progress and learning. I use formative assessments to guide future whole-class and small-group lessons. For example, if I notice a few students have not yet mastered the ability to identify how illustrations help you to understand a story, I may plan a strategy group session during reading workshop to focus on that particular skill.

Summative assessments, typically given at the end of a unit, allow me to see student growth over a extended period of time. For example, this assessment was given after students had spent over 3 weeks designing a product, making their product, and selling it during our classroom market day. These assessments provide me with evidence of student learning after a series of lessons. Summative assessments also give me insight into what content might need to be revisited or taught in a different way.