This chapter focuses on different types of assessments in a differentiated classroom and criteria for what makes a good assessment. Pre-assessments are used to help teachers understand knowledge or basic understandings that students might already possess prior to the unit. This helps teachers maybe add or drop information to a unit depending on the knowledge levels of the classroom. Formative assessment are assessments that occur during learning, such as check points to make sure students are not falling behind, and everyone is where they should be as far as content knowledge goes. Summative assessment are more or less post assessments given to students near the end of a unit to determine the knowledge or mastery they have conceived because of a unit. The chapter also focused on characteristics of good types of assessment, such as it can reveal common misunderstandings. Another idea that makes up good assessment is advancing learning instead of just documenting it. When a teacher conducts a formative assessment, it is important to take action regarding the results, instead of simply entering them in the grade book.
Chapter 3 provided me with helpful tips that I may use when I am a teacher forming my own assessments. I will use formative assessments in my class to make sure my students are on the same page as my understandings and standards stated in section 1. I also believe that there is real benefits for backwards design, and think its important that stage 2 is all about assessment, because many teacher I have had in the past have completely missed the mark regarding good assessments, and I want to learn from there mistakes while applying my new found knowledge in my classroom.
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