Reflective Journal #6

 Dear Formative and Summative Assessments

     As a Kindergarten teacher, I've learned that teaches is as much about listening and watching ad it is about speaking and instructing. Every moment I spend with my students such as circle time, literacy centers, or even during recess, is a moment filled with information. More often than not, it's formative and summative assessments that help me truly hear what my students are tying to say about their learning. My outlook on assessments has changed. Assessments aren't just paperwork, test scores, or end-of-unit checklists, they are a window into what my students understand, where they struggle, and how I can meet them where they are.

     Formative assessments are the GPS to my teaching. Without the formative assessments, I would be guessing about whether or not a lesson worked. With formative assessments, I can see the route my students are taking in real time. Slavin (2020) compares a teacher without a clear objective to a wilderness guide without a map. That comparison stuck with me. I may have the best intentions, the most exciting activities, or the most decorative anchor charts, but without gathering data from my students along the way, I'm not guiding anyone. All in all, I'm just hoping that my students know their way through the wilderness. 

     In my classroom, formative assessments come in many forms such as GKIDS observational checklist for English Language Arts and Math, anecdotal notes, oral retells, and even the students' facial expressions when they're trying to decode a new word. These small pieces of evidence add up. They show me whether students are developing phonemic awareness, understanding story elements, or grasping the idea of composing numbers in math. 

     One of the most powerful tools I use weekly is the UFLI (University of Florida Literacy Institute) Weekly Assessments. Each week, students are introduces to new phonics patters. Through short assessments, I check their ability to decode and encode using those patterns. These quick, targeted check-ins help me determine who's ready for enrichment and who needs reteaching in small groups. It's precise, practical and incredibly informative.

     For my Kindergarten students, formative assessments are less about pressure and more about practice. They help students understand that learning is a process. I use tools like STAR Early Literacy to give a snapshot of where my readers are, but that data is also paired with classroom evidence. I believe that students should see assessments as something that supports them, not something that judges and categorize them. When I give them timely, supportive feedback, they're more motivated to try again and take risks.

     Formative assessments are the heartsick of my daily instructions. Summative assessments, on the other hand, help me pause and reflect on the bigger picture. In Kindergarten, I use summative tools like the Georgia Kindergarten Math Independent Learning Plans (ILP), GKIDS, and STAR Early Literacy to measure overall content mastery. These tools are incredibly useful, but only when used alongside consistent formative practices.

     Slavin (2020) explains that assessment should be closely aligned with instructional objectives. That means for me, to not wait until the end of a unit to figure out whiter myself students understood the material. Instead, I embed frequent checks into my lessons, like developmentally appropriate exit tickets, partner discussions, sentence stems, or matching games, to see what they know and what needs to be re-taught,

     This balance between formative and summative assessments is what I believe keeps my classroom running smoothly. If a student doesn't perform well on a summative task, I already have the formative data to show where the breakdown occurred, and I can build a plan to reteach those concepts. It has also helped me manage my classroom time more wisely. I don't feel like I'm racing through lessons just to reach the test. I use formative data to adjust pacing, differentiate instruction, and build confidence so that summative assessments become opportunities for students to show off what they've learned, not surprises.

     One of the biggest shifts I feel like would shift my teaching is if I plan backward. Which would be me starting with the big picture goals and work my way toward daily objectives. Slavin (2020) calls this "backwards planning", and it will change the way I write my lessons.

     For example, if my long term objective is for students to identify story elements, I would start with an overall goal goal like "Students will understand the characters, settings, and major events of a fictional story." From there, I would break it down into specific, measurable objectives like "Given a story read aloud, students will be able to name at least two characters and one setting with 80% accuracy." That thing of clear, focuses objectives that guides both instruction and assessment. 

     Slavin (2020) explains that good objectives follow a condition-performance-criterion model. This framework helps me be more intentional. It will keep me focused on the goal, help me measure progress, and reminds me to think about how students will show their understanding.

     Reflecting on my teaching practices from last year, my use of authentic and performance-based assessments has grown from August-May. Instead of just checking comprehension with multiple choose questions, I look for real-world ways for students to demonstrate learning. If we read the Three Little Pigs, students might retell the story with puppets or create a digital story map in Google Slides. These tasks are engaging, manful, and developmentally appropriate. 

     Slavin (2020) explains that portfolio and performance assessments allow students to show understanding in ways that traditional tests may now. This is especially important in younger learners, where expression takes may forms. A lot of students don't write sentences until February, but they can draw detailed pictures, orally explain, or act out a scene. These performances give me a rich, nuanced insight into student thinking.

     Grading in my classroom isn't about letters or scores. It is about understanding where each child is developmentally and helping them move forward. I use a combination of GKIDS, UFLI Weekly Phonics Assessments, STAR Early Literacy, and Georgia Kindergarten Math ILP. These tools give me a holistic view of each student's growth. According to Slavin (2020), criterion-referenced-assessments, which measure students against fixed standards rather than other students, are ideal for elementary classrooms. That's exactly how I approach grading. I want to know "Can this child meet the standard? What support do they need to grow?" I also rely on work samples, student observations, and conversations with families to form a complete picture of student learning.

     Formative and summative assessments have helped me learn to listen more closely, plan more intentionally, and teach more responsively. It has helped me recognize when to reteach, when to celebrate, and when to slow down. Incorporating formative and summative assessments the right way will help me help my students grow, not just academically, but as learners who take risks, reflect, and persist. I will continue to lean on formative and summative assessments. Because in the end, assessment isn't just about what my students know, it is about what I do next as their teacher.

References

Slavin, R.E (2020). Educational psychology: Theory and practice 13th ed.). Pearson Education.