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🌟 Thinking Classroom Formative Assessment FAQ 🌟
🤔 1. What is the difference between assessment of learning and assessment for learning? 🤔
Traditionally, assessment was seen as a way to measure student learning for the purpose of producing a grade. This is assessment of learning. More recently, there has been a shift towards assessment for learning, which focuses on using assessment to inform instruction and help students improve their understanding.

📉 2. What is the problem with traditional assessment practices? 📉
The problem is that the information from the assessment often flows in one direction—from the teacher to the student. The teacher interprets the assessment and provides feedback, but the student may not fully understand what they did correctly or incorrectly or how to improve. In other words, the student does not use the assessment to inform their learning.

🚀 3. How can formative assessment be used to help students "navigate" their learning? 🚀
Formative assessment can be used to help students understand where they are in their learning journey and where they need to go. This can be done by providing students with clear learning goals, regular feedback, and opportunities to self-assess and reflect on their learning.

🛠️ 4. What are "navigation instruments"? 🛠️
"Navigation instruments" are tools that help students understand the structure of a unit of study and track their progress towards mastering the learning goals. These instruments typically list the subtopics within a unit of study and provide sample questions at different levels of complexity.

📋 5. How are navigation instruments used in the classroom? 📋
Students use navigation instruments to self-assess their understanding of the different subtopics. They can identify areas where they need more practice and then use the instrument to track their progress as they work to improve their understanding.

📊 6. Why are question complexity levels important in navigation instruments? 📊
Using question headings like basic, intermediate, and advanced help students identify the complexity level of the questions and concepts. However, using headings like novice, emergent, and expert is more helpful because it describes the abilities of the students. This is important because students who used these headings as an entry point into learning the topic found a place to start (basic/novice). Once they clearly saw where they were, they were more likely to want to take the next step—they wanted to level up.

🔎 7. Why is it important for students to be able to identify and name subtopics within a unit of study? 🔎
Helping students to see the subtopics within a unit allows them to understand how the content is connected and how the subtopics can be seen as distinct. This helps them to develop a deeper understanding of the material and make connections between different concepts.

🎯 8. How can teachers use formative assessment to differentiate instruction? 🎯
Formative assessment data can help teachers identify students who need additional support or challenges. Teachers can use this information to tailor instruction and provide differentiated learning opportunities. For example, a teacher could use the data from a navigation instrument to create small groups for students who need to review specific subtopics.