"'I'm gathering evidence of learning.'
That shift in language in how I approach the assessment process opened so many doors for how l assess students and what I pay attention to in order to determine
where a student's at in their learning." --Tyler Rabin, educator

I read this quote recently on Edutopia (I went back to try to find the article but unfortunately, I couldn't find it. My notes weren't thorough enough I suppose!) and it helped me figure out how to frame this for teachers. Students don't need to be afraid of assessments and changing how we speak about them could change their mindset. How do you frame assessments for your students? Any tips on how to change teachers' mindsets around assessments or students'?

What types of assessment do you use in K-1 that is authentic and meaningful to drive instruction? Do you create your own or have a resource that you use to help create assessments based on standards?

How would you plan a lesson for a standard about 9th grade reading literature where you compare and contrast a representation of a subject in two artistic mediums?

One of the biggest challenges in data analysis is understanding the outcomes from different tests given to our students throughout the school year. How do you, or how does your school, help to establish assessment literacy among staff?

How do you ensure that students with severe speech and language articulation or receptive or expressive disabilities take appropriate routine assessments? For example a student that struggles with speaking fluently i.e. stutters may be omitted from one minute oral reading fluency benchmark testing. Students with specific articulation errors should also not be penalized for these errors during early literacy screeners and benchmark tests. Our district writes the articulations errors on the Acadience test booklet to avoid such penalties.

How do you use your PLC time? How is it structured? What roles to different members have and how does your meeting time flow?